Joseph Mancini
Alcohol Unit Plan
By: Joseph Mancini
May 5th, 2013
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Table of Contents
Preface…………………………………………………………………………………………… 3
Rationale for Content…………………………………………………………........................ 4-6
Grade Level……………………………………………………………………………………... 7
Time………………………………………………………………………………………............ 7
Number of Classes……………………………………………………………………………… 7
NJCCCS…………………………………………………………………………………………. 8
Goals……………………………………………………………………………………….. .. 9-10
Objectives………………………………………………………………………………..…. 11-13
Plan for Each Lesson………………………………………………………………….…… 14-54
 History of Alcohol …………………………………………………………………. 14-18
 Pharmacology of Alcohol …………………………………………………… …….19-23
 Alcohol and Sexual Behavior …………………………………………………...… 24-29
 Alcohol and Motor Vehicle Accidents……………………………………………. 30-36
 Fetal Alcohol Syndrome ……………………………………………………………37-40
 Alcoholism …………………………………………………………………………..41-44
 Alcohol and Family Violence ……………………………………………….…….. 45-49
 Treatment of Alcoholism …………………………………………………….……. 50-54
Unit Review…………………………………………………………………………….………. 55
Assessment Plan…………………………………………………………………………...56-67
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PREFACE
INTRODUCTION
This is the first Unit Plan for Alcohol created by Joseph Mancini. This unit will cover the
topic of alcohol over a 10 day (or 2 week) span. The first week will consist of 5 lessons, one for
each day from Monday through Friday. The second week there will be a lesson taught on
Monday, Tuesday and Wednesday with a review on Thursday and an Exam on Friday.
The first week will cover:
Day 1 (Monday) - The History of Alcohol
Day 2 (Tuesday) – The Pharmacology of Alcohol,
Day 3 (Wednesday) - Alcohol and Sexual Behavior,
Day 4 (Thursday) - Alcohol and Motor Vehicle Accidents
Day 5 (Friday) – Fetal Alcohol Syndrome
The second week will cover:
Day 6 (Monday) – Alcoholism
Day 7 (Tuesday) – Alcohol and Family Violence
Day 8 (Wednesday) – Treatment & Relapse
Day 9 (Thursday) Review for exam (Covers Lessons from Day 1 through Day 8)
Day 10 (Friday) – Exam (covers Lessons from Day 1 through Day 8 and review
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RATIONALE FOR CONTENT
History of Alcohol’s Rationale for Content
-
The reason for this topic to be discussed in class is because alcohol has played a major role in
this nation’s history. Students thus far only know about alcohol what they hear from peers or
parents, and the lists of do’s and don’ts when it comes to alcohol consumption. Alcohol has
played a major role from the Egyptians thousands of years ago to the civil war (Goldberg pg.
4) Teaching about the History of Alcohol can be a saving fresh experience for these students
who are just learning about alcohol.
Pharmacology of Alcohol’s Rationale for Content
-
The reason for this topic to be discussed in class is because students have a very basic
understand of alcohol. Alcohol is a central nervous system depressant and there are many
chemical elements involved in the creation of it. The students will know up to this point the
history and the effects that alcohol can cause when used, but to break alcohol down to a
scientific foundation will only help the students better understand alcohol fully.
Alcohol and Sexual Behavior’s Rationale for Content
-
“Each year, approximately 5,000 people under the age of 21 die as a result of underage drinking
(AboveTheInfluence)”. Statistics like this is why this topic needs to be discussed in class,
because there are a lot of students who are unaware of the consequences that can come from
the use of alcohol. Alcohol has adverse effects on people’s judgment, leading them to
unhealthy, risky, sexual activity. “Alcohol travels through your bloodstream and damages your
brain, stomach, liver, kidneys and muscles. As a teenager, your body is still developing, so damage
done to it now will affect the rest of your life.3 Over time, drinking destroys your body and your
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looks, so all that work you've done to look good, keep strong and stay fit goes down the drain fast
(AboveTheInfluence).” Students aren’t aware of these consequences, such as HIV, that can
happen without being careful. The use of alcohol can make their decision making
capabilities non-existent in the most crucial time of need. My goal is to Teach my students
about these problems and to help a student if this situation were ever to occur in the future.
Alcohol and Motor Vehicle Accident’s Rationale for Content
-
The reason for this topic to be discussed in class is because at this stage in student’s lives,
there will be more opportunities for risky behavior, such as drinking and driving. It is at this
age where students will be obtaining their driver’s license, and possibly experimenting with
alcohol. According to Donatelle (pg. 374), each year there are half a million students
between the ages of 15 and 24 that unintentionally injure themselves while under the
influence of alcohol. Teaching about the dangers of driving under the influence can be a
saving grace for these students who are just learning to drive and will likely be
experimenting with alcohol.
Fetal Alcohol Syndrome’s Rationale for Content
- The reason for this topic to be discussed in class is because there could be prospective mothers
in the classroom who are unaware of the harms drinking alcohol while pregnant can cause.
There might also be students that have FAS in the classroom, and this lesson will A) help them
know they aren’t alone, and B) just because a child has fetal alcohol syndrome doesn’t mean
they can’t do what they dream of doing in the future. According to Goldberg, there are many
disorders associated with Fetal Alcohol Syndrome, such as behavioral, physical, and/or mental
disorders. The leading cause of mental disabilities is FAS (p. 126).
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Alcoholism’s Rationale for Content
-
The reason for this topic to be discussed in class is because Alcoholism effects 50 million
people (25% of Americans). The statistics show that the students in class will at some point
come in contact with Alcoholism either directly or through family and friends, and knowing
how to handle Alcoholism can mean a world of difference to them. This lesson will teach
students how to spot the signs of Alcoholism so they can be a part of the solution in helping
either themselves or loved ones who might be suffering from this disease.
Alcohol and Family Violence’s Rationale for Content
-
The reason for this topic to be discussed in class is because Alcohol is the 5th leading cause
of death in America. The students will need to know about the topic of Alcohol and
Violence because statistics show that some of these students are living in an abusive
household. According to Donatelle, in domestic assault cases, more than 86% of the
assailants and 42% of the victims reported using alcohol at the time of attack (p. 114). This
lesson will help teach how to handle certain situations that could pertain to them later in life.
Treatment of Alcoholism’s Rationale for Content
-
The reason for this topic to be discussed in class, According to Donatelle, is because there is
a decent percentage of alcoholics who seek help. 10% of alcoholics do not seek help (p.389).
Students need to know that just because someone might be addicted to alcohol, there is help
out there and it is important to have a support system to help a friend or family member in
need.
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Grade Level
The grade level that this unit is designed to be taught to are 12th grade High School Seniors
Time
Each lesson in this Unit Plan is designed to be 40 minutes in length.
Number of Classes
This lesson was designed for 10 classes. The breakdown of those classes is in the Introduction to this
Unit Plan. (Please See Preface pg. 3)
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New Jersey Core Curriculum Content Standards (NJCCCS)
The NJCCCS for this Unit Plan are:
#2.1.12.D.3. “Analyze the relationship between alcohol and drug use and the incidence of motor
vehicle crashes.”
# 2.2.12.B.1 – “Predict the short- and long-term consequences of good and poor decision-making
on oneself, friends, family, and others.”
#2.2.12.B.3, “Correlate increased alcohol use with challenges that may occur at various life
stages.”
#2.3.12.B.1, “Compare and contrast the incidence and impact of commonly abused substances
on individuals and communities in the United States.”
#2.3.12.C.2, “Analyze the effectiveness of various strategies that support an individual’s ability
to stop abusing drugs and remain drug free.”
#2.4.12.C.2, “Analyze the relationship of an individual’s lifestyle choices during pregnancy and
the incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight,
premature birth, and other disabilities.”
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Goals
The goals for this Unit plan are:
History of Alcohol
-
After this lesson, students will have a better understanding of how the History of alcohol
affected the United States, and what important events such as the Whisky Rebellion and
Prohibition established the ground work for the Federal government to enforce federal laws.
Pharmacology of Alcohol
-
After this lesson, students will have a better understanding of the Pharmacology of Alcohol
and how every standard drink varies in its effects from person to person based off of the
many factors that contribute to the alcohol absorption rate.
Alcohol and Sexual Behavior
- Students will have a better understanding of what it means to drink responsibly, and they will
know the dangers of acting on certain sexual tendencies that are an effect of drinking alcohol.
Also, students will better be able to voice their opinions and concerns on the topic.
Alcohol and Motor Vehicle Accidents
-
After this lesson, students will have a better understanding of how alcohol can affect the
body in a negative way, and what the dangers are of driving while under the influence of
alcohol. Students will also work together in groups to think critically about ways to spread
awareness about alcohol and drunk driving.
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Fetal Alcohol Syndrome
-
After this lesson, students will have a better understanding of how alcohol can affect the
unborn fetuses and the disabilities that can occur to a newborn baby. Students will also work
together in groups to think critically about ways to spread awareness about Fetal Alcohol
Syndrome.
Alcoholism
-
After this lesson, students will have a better understanding of how alcohol can affect the
unborn fetuses and the disabilities that can occur to a newborn baby. Students will also work
together in groups to think critically about ways to spread awareness about Fetal Alcohol
Syndrome.
Alcohol and Family Violence
-
After this lesson, students will have a better understanding of how alcohol can affect the
families through violence. Students will also work together in groups to think critically
about ways to spread awareness about alcohol and violence
Treatment of Alcoholism
-
After this lesson, students will have a better understanding of how Treatment can save lives
and families. Students will also be able to find help on their own in the event of a family
member or friend is suffering from Alcoholism.
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OBJECTIVES
Objectives for this Unit Plan are:
History of Alcohol
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to Identify how long ago alcohol goes back.

They will describe the important events that happened in the United State’s history.

The students will also be able to apply their knowledge of factors that played a role in the
dismantling of Prohibition.

They will be able to identify what group of people made which alcohol (ex. Scottish
made scotch.)
Pharmacology of Alcohol
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to explain how to find someone’s Blood alcohol concentration
based off of how many drinks per hour and the person’s body weight.

They will be able to distinguish between ethyl alcohol and methyl alcohol

The students will be able to apply the “standard drink conversion”

They will be able to identify how many ounces of alcohol leaves the system per hour.
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Alcohol and Sexual Behavior
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to explain the risks of using alcohol while underage

They will explain how being sexually active while under the influence of alcohol can
effect themselves in a negative way.

The students will also be able to apply what they learned into real-life situations.
Alcohol and Motor Vehicle Accidents
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to explain the risks driving while intoxicated

They will describe ways to prevent being in situations of driving drunk

The students will also be able to apply their knowledge of driving under the influence
into real-life situations.
Fetal Alcohol Syndrome
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to explain the risks to drinking while pregnant

They will describe ways to prevent babies being born with FAS

The students will be able to list the multiple characteristics of FAS.

The students will also be able to apply their knowledge of FAS into real-life situations.
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Alcoholism
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to Identify the signs and symptoms of an Alcoholic

They will be able to demonstrate how to approach a person who might be suffering from
alcoholism, and what to do in real-life situations.

The students will be able to Describe why recognizing problem drinking is so difficult.
Alcohol and Family Violence
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to Identify the signs and symptoms of an Alcohol and violence in
the family
Treatment of Alcoholism
Objectives that my students will learn on their way to achieving the goal are:

Students will be able to describe the different types of treatment

They will be able to demonstrate how an intervention works

Students will be able to explain why 10% of alcoholics don’t seek help

Students will be able to list what the symptoms of withdrawal are
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Plan for Each Lesson
Day 1 – History of Alcohol
Rationale for Method:
I will be working with Cognitive Learning Goals in regards to the affective domain. By
doing the activities I have set for the days lesson students will gain Knowledge of the topic of the
History of Alcohol, they will be able to comprehend the material presented to them by working
in groups to create a time line of important events, they will apply their knowledge with the end
of the Unit exam. Finally, they will assess their own values of the ideas and materials they have
learned through the class by having a class discussion of the events in our Nation’s history and
how it pertains to them in the future.
Materials:
Teacher needs:
 Dry erase markers
 History of Alcohol Timeline worksheet
Students will need:
 Pens or Pencils
 Notebook
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Content:
The teacher will introduce the topic for the day’s lesson to the class, which is the History
of Alcohol. The teacher should inform that class that it would be wise to take notes during this
class lesson. Any material taught in today’s class could be used on the next exam. First, the
teacher will grab the attention of the students by asking a question regarding alcohol. “How long
ago do you think alcohol goes back?” – About 10,000 B.C (Goldberg pg. 4). This activity will
be class discussion. The teacher will state a few facts regarding the history of alcohol, then have
the students respond and reflect on the information they are given. This will cover the history of
Alcohol and different terms. Topics to discuss with the class will be:

Egyptians developed distillation (1st century B.C)

“Who made what? (including the processes used)” – meaning scotts made Scotch by
drying fermented barley in kilns fired with burning peat. / Dutch made Brandy by
fermenting fruit juice / Dutch made Gin with distilled juniper berries.

Distillation – Procedure in which a solution containing alcohol is boiled. This makes
higher proof alcohol then fermentation (pg. 121)

Fermentation – Alcohol made from yeasts, carbon, hydrogen, and oxygen of sugar and
water (120).

Pilgrims landed on Plymouth Rock, but does anyone know why? - The reason they
landed on Plymouth Rock instead of going further south was because they ran out of
beer. (pg. 5).
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
During Civil war, Beer was used for purposes other than entertainment, anyone think of
what benefits could come from drinking beer during war? – The beer was called “liquid
Bread” because of the nutrients it provided.

1619 was when the first Virginian Colony imposed penalties for drunkenness. They
disciplined drunk people by fining them, whipping them, and confining them in the
stocks. – How does it differ to penalties now? How do those penalties make you feel?

In 1791, The Whisky Rebellion happened. Anyone know what that is? - It is when the
government tried to tax the farmers for making alcohol. The farmers “rebelled” and
instead of paying taxed, they tarred and feathered the tax collectors.
-
By doing this, George Washington created a militia to enforce the law. The 1791
Whisky Rebellion inadvertently created the authority that enforces our Federal
Government that we have today. What do you think about that?

In 1800’s, Alcohol consumption was three times higher than it is today, why do you think
that is? - Reasons include boredom, not entertainment from computers or electronics.

A group in the 1830’s called the “Washingtonians” led the “Temperance” movement,
which strived for moderation of alcohol use. This group was led by Dr. Benjamin Rush,
who signed the Declaration of Independence. Within a decade alcohol use went down by
75%. – Remind anyone of anything? Why do you think such a drop in alcohol use?

In 1851, Maine became the first state to ban alcohol, and by 1855, 13 total states had
banned alcohol. Prohibition didn’t come into effect until 1917, these states were ahead
of the game.

What Prohibition did, was it banned alcohol on a Federal level, whereas those 13 states
previously banned it under state law, now the Federal government was the one enforcing
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the law. – what problems do you think came about when prohibition was in effect? –
organized crime, no one stopped drinking, bootlegged alcohol made people blind,
paralyzed, or even die. Citizens and polices had little regard for the law. (pg. 116).

1933 Law was repealed because of need for jobs and tax revenue. Some states still kept
prohibition in effect, and Mississippi was the last state to repeal the Prohibition law in
1966.
After this class discussion, the teacher will have groups of up to 4 students work on a timeline
work sheet of historical events of alcohol.
1 being first(furthest in history) – 10 being last(most recent in history)
Exact year in parenthesis for teacher, will not be included on worksheet for students.
__
Prohibition repealed (1933)
__
Whisky Rebellion (1791)
__
Penalties imposed for drunkenness (1619)
__
Temperance movement originates (1830’s)
__
Pilgrims landed at Plymouth (1620)
__
Prohibition Law goes into effect (1917)
__
“Liquid Bread” used during Civil War (1861)
__
Maine is first state to ban alcohol (1851)
__
Mississippi is last state to repeal Prohibition (1966)
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__
Egyptians developed distillation (1st century B.C)
Closure: After I finish my introduction and all of my activities I will review what was discussed in
class. I will assess if my students have met my objectives for the day’s lesson at the end of the Unit with
an exam.
Assessment: There will be 5 questions made from this Lesson and used on the Exam on the last
day of the unit.
Resources/Footnotes:
Books
Donatelle, Rebecca J. (2010), Access to Health Green Edition. 1301 Sansome St., San
Francisco,CA
94111: Pearson Benjamin Cummings
Goldberg, Raymond. (2010), Durgs Across the Spectrum Sixth Edition. 10 Davis Drive,
Belmont, CA 94002-3098 USA: Yolanda Cossio
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Day 2 – Pharmacology of Alcohol
Rationale for Method:
I will be working with Cognitive Learning Goals in regards to the affective domain. By
doing the activities I have set for the days lesson students will gain Knowledge of the topic of the
Pharmacology of Alcohol, they will be able to comprehend the material presented to them by
participating in group discussion, and take part in an experiment to show the different rates of
absorption of alcohol. The students will apply their knowledge with the end of the Unit exam.
Materials:
Teacher needs:
 Red solo plastic cup
 Blood Alcohol Concentration Chart with some portions whited out, for students to
complete.
 Water
 Dry erase markers (for notes on the white board)
 Chart of Blood alcohol concentrations
 Standard Drink conversion chart.
 Review Sheet for Exam #1
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Students will need:
 Pens or Pencils
 Notebook
Content:
The teacher will start the class by having the students perform an icebreaker activity.
This activity will have the students get up out of their chairs and stretch to get their blood
flowing and get them loose. The stretches will include toes touches, arm stretches, and neck
rolls. The teacher will introduce the topic for the day’s lesson to the class, which is
Pharmacology of Alcohol. The teacher should inform that class that it would be wise to take
notes during this class lesson. Any material taught in today’s class could be used on the next
exam. First, the teacher will grab the attention of the students by asking a question regarding
alcohol. “Can anyone tell me the difference between ethyl alcohol and methyl alcohol?” – The
difference is that ethyl alcohol is the type of alcohol people can drink, and methyl alcohol is
“wood alcohol” and is very dangerous and possibly deadly if ingested by humans (Goldberg pg.
120). This activity will be class discussion. The teacher will state a few facts regarding the
pharmacology of alcohol, then have the students respond and reflect on the information they are
given. This will cover the pharmacology of Alcohol and different terms. Topics to discuss with
the class will be:

What is distillation? – It is the procedure in which a solution containing alcohol is boiled.
This makes higher proof alcohol.

Standard Drink Conversions (pg. 121) –
12. Oz beer has 5% alcohol
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5 oz. wine has 12-17% alcohol
1 ½ oz. Hard liquor has 40% alcohol.

Fermentation – Alcohol made from yeasts, carbon, hydrogen, and oxygen of sugar and
water (pg. 120).

There are many ways that alcohol leaves through the body. Anyone have any guesses as
to what they are? – alcohol leaves the body through urine, exhalation, and sweat.(pg. 121)

The small intestine is the primary organ responsible for absorbing alcohol.

There are many factors for the rate of absorption of alcohol, can anyone tell me what they
think they are? –The factors that affect the rate of absorption is the amount of food in
your stomach (The more food in your stomach, the slower alcohol is absorbed.

Emotions such as anger and fear make alcohol absorption quicker.

There is also a difference in gender when it comes to absorption rate. – It takes more
alcohol for males to feel its effects. Can anyone explain why? - It is because males are
generally bigger and hold more water than females. Exp. 3 oz. hard liquor for a 5 foot,
110 pound female vs. a 6 foot, 200 pound male. The female will be more intoxicated.
After this class discussion, the teacher will hand out the chart of Blood alcohol concentrations
with some of the boxed whited out. The teacher will explain to the students that they should try
to fill in what they think the projected blood alcohol concentration will be.
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(This chart is from Goldberg pg. 122 Table 6.2)
Then the class will start the next activity. This activity is called “Pour Me A Drink”.
(http://www.albertahealthservices.ca/SchoolsTeachers/if-sch-asa-calm-2-ppt.pdf)
The teacher will take a red solo cup, and ask a student to come up and fill the cup with the
“alcohol”. The “alcohol” is really just the water, but will be representing the alcohol for the sake
of this lesson. The teacher will ask the student to fill up the cup with what they feel is an average
amount for someone their age at a party. After the student fills up the cup we will measure how
much “alcohol” is really in the cup and break it down to how many standard drinks it comes out
to by using the Standard Drink Conversion. If the standard for beer is 12 oz., we would
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compare the cup of alcohol and compare that to the chart above, going by the volunteers weight
too determine what their blood alcohol concentration will be.
Some other questions to ask the class to get a full understanding of the purpose of the lesson will
be:



How many drinks do you think are in
the glass?
Estimate the volunteer’s level of
intoxication after the first
drink.

Describe the effects the individual
may experience after
one of these drinks. After several of
these drinks?

How does using the actual bottle
affect the amount poured
for each drink?
How many of these typical drinks
would normally be
consumed?
Closure: After I finish my introduction and all of my activities I will review what was discussed in
class. I will assess if my students have met my objectives for the day’s lesson at the end of the Unit with
an exam.
Assessment: There will be 5 questions made from this Lesson and used on the Exam on the last
day of the unit.
Resources/Footnotes:
Books
Donatelle, Rebecca J. (2010), Access to Health Green Edition. 1301 Sansome St., San
Francisco,CA
94111: Pearson Benjamin Cummings
Goldberg, Raymond. (2010), Durgs Across the Spectrum Sixth Edition. 10 Davis Drive,
Belmont, CA 94002-3098 USA: Yolanda Cossio Internet
http://www.albertahealthservices.ca/SchoolsTeachers/if-sch-asa-calm-2-ppt.pdf - “pour me a
drink” activity
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Day 3 – Alcohol and Sexual Behavior
Rationale for Method:
The reasoning for using this method to teach students this topic of Alcohol and Sexual
tendency is to avoid moments of silence when students are too afraid or worried about
participating in such a topic. By using these methods and strategies to teach this content,
students will work on their critical thinking skills to back up their choices, and allow students to
feel less pressured about their responses and be more open to discussions.
Materials/Preperations:
Students :
-
sheet paper, and pen to take notes
-
their feet and minds
-
four sheets of paper
-
a sharpie marker
-
tape
Teacher :
Content:
It is advised that students take notes during this lesson, because there
could be questions on the exam that are taken from this lesson.
Sex and drinking, sound like fun? Well, they can be. But they can also
carry risks, especially when they’re mixed together. People usually do these
things at parties, hanging out with friends, at bars or at clubs. Why? Because
drink and drugs can make you feel more relaxed, confident, and less inhibited.
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When you're feeling this way in a social situation, it’s more likely that you’ll meet
someone you like and want to hook up with – maybe even have sex with. The
trouble is, that person may be someone that you wouldn’t have gone near if you’d
been sober. Even worse, you might be so drunk that you forget (or simply don’t
bother) to use a condom, which could lead to unwanted pregnancy, or a sexually
transmitted infection (STI) being passed on. Teacher should encourage students
to take notes during the class. Class discussions as well as activities can be used
on future exams.
Then I will go into my activity: 4 Corners activity
Activity/Procedure: 4 Corners Activity
For the "4 Corners" activity, the 4 signs say: Strongly Agree; Agree; Disagree; & Strongly
Disagree. This version of the activity uses intentionally contentious STATEMENTS and students must
move to the corner of the room that best fits their opinion (or the view they're representing). I will use a
couple of statements that challenges the student’s knowledge the topic of Alcohol and Sexual
Tendencies. Such as; "More than half high school students never drink alcohol" OR "Most high
school students drink at least 2 drinks at the average party". Based off those statements I will
have accurate statistics available for the students. As part of the discussion, I might ask them
why it SEEMS like more students drink. By doing so, this validates their perception--that they
weren't stupid if they stood in "wrong" corner, and MORE IMPORTANTLY opens the
discussion up to what's real & how we are sometimes mislead. I will also develop statements that
target the key attitudes I am trying to challenge.
For example: "Drinking helps students like me fit in" or "If she was too drunk to say no,
it can't be considered rape.” The key is to find at least some statements that will really get them
thinking. Some might be outrageous, others common-sense. Diverse questions help get students
moving & participating. If they cover all the necessary ground, I may be more of a Facilitator
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(Talk show host) than a "Devil's Advocate" but that depends on the group and the material to be
covered.
Statements to be made:
1. Students who begin drinking underage have no long term effects on them in the future.
Questions to ask after statement –
Why did you make the choice that you did?
What influenced your decision?
Did another student influence you in your decision making?
Did you have difficulty making a choice from the four corners? Why?
Did you have a different choice in mind that was not available?
After students make choice, read them the statistic about the statement.
The younger you are when you start drinking, the greater your chance of becoming addicted to alcohol at
some point in your life. More than 4 in 10 people who begin drinking before age 15 eventually become
alcoholics.
2. Having sex in high school is important because everyone is doing it.
Questions to ask after statement –
Why did you make the choice that you did?
What influenced your decision?
Did another student influence you in your decision making?
Did you have difficulty making a choice from the four corners? Why?
Did you have a different choice in mind that was not available?
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After students make choice, read them the statistic about the statement.
46% of students in high school had ever had sexual intercourse.
3. Engaging in Sexually Risky Behaviors at party won’t lead to any STD’s
Questions to ask after statement –
Why did you make the choice that you did?
What influenced your decision?
Did another student influence you in your decision making?
Did you have difficulty making a choice from the four corners? Why?
Did you have a different choice in mind that was not available?
After students make choice, read them the statistic about the statement.
Sexual risk behaviors place adolescents at risk for HIV infection, other sexually transmitted diseases
(STDs), and unintended pregnancy:
Nearly half of the 19 million new STDs each year are among young people aged 15–24 years
More than 400,000 teen girls aged 15–19 years gave birth in 2009
4. If she was too drunk to say no, then it couldn’t be considered rape.
(self explanatory)
5. Drinking Helps with boredom
-
Some people say they are curious or bored and want to see how drugs will make them
feel. But everyone reacts differently to drugs, and there is just no way to predict what
your reaction will be. Some drugs (like cocaine, heroin, inhalants, and sedatives) can kill
you with just one use — they can cause immediate health consequences like heart
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attacks, suffocation, and breathing problems — while others, like marijuana, can cause
you to become paranoid or behave in ways that aren't you. While you might hear "no one
has ever died from marijuana," it isn't quite this simple. The impaired functioning and
judgment due to marijuana use can result in potentially deadly activities, like driving
while high or taking risks that can place you in dangerous situations.
-
Questions to ask after statement –
-
Why did you make the choice that you did?
What influenced your decision?
Did another student influence you in your decision making?
Did you have difficulty making a choice from the four corners? Why?
Did you have a different choice in mind that was not available?
6. Everyone Drinks alcohol
-
Many people have the misperception that "everyone is doing it." Not true. In 2007, the
vast majority of tenth graders had not used marijuana in the past month, and more than
half of all seniors (53.2%) had never tried.
-
Questions to ask after statement –
-
Why did you make the choice that you did?
What influenced your decision?
Did another student influence you in your decision making?
Did you have difficulty making a choice from the four corners? Why?
Did you have a different choice in mind that was not available?
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Closure:
After I finish my introduction and my activity, I will review what we have discussed in class.
Assessment:
There will be 5 questions made from this Lesson and used on the Exam on the last
day of the unit.
Resources/Footnotes:
http://www.abovetheinfluence.com/facts/drugsalcohol?utm_source=google&utm_medium=cpc&
utm_term=adolescent%20alcohol%20statistics&utm_campaign=2011_Alcohol&utm_content=P
aid&gclid=CNDLhduB9asCFY515QodNlnDKg
http://www.abovetheinfluence.com/facts/drugsalcohol
http://www.cdc.gov/HealthyYouth/sexualbehaviors/
http://www.niaaa.nih.gov/Pages/default.aspx
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Day 4 – Alcohol and Motor Vehicle Accidents
Rationale for Method:
I will be working with Cognitive Learning Goals in regards to the affective domain. By
doing the activities I have set for the days lesson students will gain Knowledge of the topic of
Alcohol and Motor vehicle crashes, they will be able to comprehend the material presented to
them by working in groups to create an anti-drunk driving slogan, they will apply their
knowledge with the “Beer Goggles” activity. Finally, they will assess their own values of the
ideas and materials they have learned through the class by writing a letter to a friend, family, or
loved one warning them of the dangers of Drunk Driving.
Materials:
Teacher needs:
 Dry erase markers
 Homemade “Beer Goggles”
 Poly Spots for obstacle course
 Examples of Anti-Drunk Driving Slogans
Students will need:
 Pens or Pencils
 Notebook
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Joseph Mancini
Content:
The teacher will introduce the topic for the day’s lesson to the class, which is Alcohol
and it’s relation to Motor Vehicle Accidents. Before the teacher starts the lesson, he/she will do
a recap on alcohol to make sure all students are up to date with information about alcohol. At
this time the teacher should inform the students to take notes during the class, because any
discussions and activities that go on during the class can be on the next exam. First the teacher
will discuss “alcohol and their equivalencies” (pg. 377 fig.12.1). After that, the teacher will
recap the students on the psychological and physical effects the number of drinks a person has
can cause (pg. 378 fig.12.3). (It is important for the students to know this because if a student
ever finds themselves in a situation where they are above the legal limit of alcohol and want to
drive, there are severe consequence. Since they are seniors in high school, a lot of them will be
going to college next year and they need to know this information.)
There are discussion questions to get the students engaged and open up with the rest of
their peers to discuss this important topic. These questions are:

Why do you think some college students drink excessive amounts of alcohol?

Have you or someone you know ever had their sleep or studies interrupted by others
alcohol use?

Did you know that college students have the highest risk of alcohol related injuries (pg.
373), this includes car accidents.

How much do you think the “average” college student spends on alcohol each year?
And some statistics for the students:
-
Binge Drinking is the #1 cause of preventable death (pg. 373).
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-
The “average” college student spends around $900 each year on alcohol (pg. 376).
-
Rowan has reduced their heavy alcohol consumption by 23% over the past 5
semesters (pg. 373 fig.12.1).
-
Northern Illinois University had the biggest change, by 44% over the past 10 years.
The next activity for this lesson will be to have the students create a few slogans that
are anti-drunk driving. The students can work with their peers around them for help.
Some examples of Anti-Drunk driving slogans provided by “ThinkSlogans.com” are:

“You Booze, You Cruise, You Lose.”

“Stay Alive, Don’t Drink and Drive.”

“Drive Hammered, Get Slammered.”

“The problem with Drunk Driving is…. The MOURNING after!” - 
After about 5-10 minutes, the teacher and students will go over and discuss their slogans and
comment on each other.
Next activity will be the “Beer Goggles” walking activity. For this activity, the students
will use homemade beer goggles that were prepared by the teacher, and the teacher will set up a
mini obstacle course made up of poly spots in the hall way. The teacher will pick 1 student to do
the obstacle course. This activity is meant to put a student in a situation where their vision is
distorted. After the student completes the obstacle course, the teacher will ask the class what
they thought of the student’s attempt at the obstacle course. Then, the teacher will ask the
participant about the experience.
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After we have our discussion about the Beer Goggles activity, the teacher will try to have
the students share their own personal experiences about knowing someone who drove drunk,
either dying or lived. If possible, teacher should start the conversation with a personal
experience of their own to lead the way for any hesitant students.
Lastly, the assessment activity will be a letter written by the students to a family member,
friend, or loved one. This letter will be written to warn the person of the dangers of driving
drunk. This activity will measure if the students have met the objectives for the day’s lesson.
NOTES FOR CONTENT
Alcohol and their equivalencies (pg. 377 Fig.12.1)
One 12-oz. can of beer = 2.4-4.8% alcohol by volume = .29-.58 oz. of alcohol per serving
One 12-oz bottle of beer = 3.2-5.0% alcohol by volume = .38-.60 oz. of alcohol per serving
One 4-oz glass of wine = 12% alcohol by volume = .48 oz. of alcohol per serving
Most Cocktails ( mixed drinks) = 40-50% alcohol by volume = 1.25 oz. of alcohol per serving.
Psychological and Physical effects by # of drinks (pg. 378 Fig.12.3)
Note that this does vary by weight.
2 Drinks - .05-.06% - relaxed, warm, decreased reaction time
3 Drinks - .08-.09% - slightly impaired balance, speech, vision, and hearing. Feeling of
Euphoria
4 Drinks - .11-.12% - coordination and balance become difficult, mental impairment and
judgement
5 Drinks - .14-.15% - Major impairment of mental and physical control, lack of motor
skills, slurred speech and blurred vision.
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(Sense the trend?)
7 Drinks - .20% - Loss of motor control, need assistance moving about, mental confusion
10 Drinks - >.3% - severe intoxication, minimal conscious control of mind and body
14 Drinks - .4% - unconsciousness, coma, and maybe even death.
Discussion Questions and Notes

Why do you think some college students drink excessive amounts of alcohol?

Have you or someone you know ever had their sleep or studies interrupted by others
alcohol use?

Did you know that college students have the highest risk of alcohol related injuries (pg.
373), this includes car accidents.

How much do you think the “average” college student spends on alcohol each year?
And some statistics for the students:
-
Binge Drinking is the #1 cause of preventable death (pg. 373).
-
The “average” college student spends around $900 each year on alcohol (pg. 376).
Now, even though it may seem that this is the norm for college, there are several universities that
are attempting to make a stand against alcohol abuse on campus. These universities are changing
the social norms for alcohol use:

Rowan has reduced their heavy alcohol consumption by 23% over the past 5 semesters
(pg. 373 fig.12.1).

Northern Illinois University had the biggest change, by 44% over the past 10 years.
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Slogans Activity (ThinkSlogans.com)
The next activity for this lesson will be to have the students create a few slogans that
are anti-drunk driving. The students can work with their peers around them for help.
Some examples of Anti-Drunk driving slogans provided by “ThinkSlogans.com” are:
-

“You Booze, You Cruise, You Lose.”

“Stay Alive, Don’t Drink and Drive.”

“Drive Hammered, Get Slammered.”

“The problem with Drunk Driving is…. The MOURNING after!” - 
For a full list of these slogans, you can visit http://www.thinkslogans.com/slogans/anti-alcohol-slogans/drunk-driving-slogans/
Beer Goggles Activity
-
Ask students what they thought about the participant’s attempt
-
Ask the participant about his/her experience.
Side Note – Although campuses have been attempting to help make students aware of
the dangers of binge drinking, it is still estimated that 300,000 of today’s college
students will die of alcohol-related causes, such as drunk driving (pg. 374).
Personal Experiences
Bring up a personal experience about knowing someone who drove drunk and died.
Ask the students about any personal experiences they know and would like to share.
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Side Note - Alcohol kills more people under the age of 21 than cocaine, marijuana,
and heroin combined.
Also, of today’s first year college students, 159,000 will drop out for alcohol related
reasons.
Closure: After I finish my introduction and all of my activities I will review what was discussed in
class.
Assessment: There will be 5 questions made from this Lesson and used on the Exam on the last
day of the unit.
Resources/Footnotes:
Books
Donatelle, Rebecca J. (2010), Access to Health Green Edition. 1301 Sansome St., San
Francisco,CA
94111: Pearson Benjamin Cummings
Internet
http://www.thinkslogans.com/slogans/anti-alcohol-slogans/drunk-driving-slogans/
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Joseph Mancini
Day 5 – Fetal Alcohol Syndrome
Rationale for Method:
The teacher will be working with Cognitive Learning Goals in regards to the affective domain.
By doing the activities I have set for the days lesson students will gain Knowledge of the topic of
Fetal Alcohol Syndrome. The students will be able to comprehend the material presented to
them by showing videos about FAS, then having a class discussion where students can share
thoughts or ask questions for the teacher to answer.
Materials:
Teacher needs:
 Access to Internet
 Laptop
 Projector to show images and videos from laptop onto screen for students
Students will need:
 Pens or Pencils
 Notebook
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Joseph Mancini
Content:
The teacher will start the day’s lesson by informing the students what the topic is for the
day’s lesson, which is Fetal Alcohol Syndrome. The teacher should advise the students to take
notes during the lesson to be prepared for any questions that were taken from this lesson and
used for the final exam. The teacher should have a class discussion on what Fetal Alcohol
Syndrome is. According to MayoClinic.com, Fetal Alcohol Syndrome, or (FAS) for short, is a
condition that results from alcohol exposure during pregnancy.

There are many disorders associated with Fetal Alcohol Syndrome, such as behavioral,
physical, and/or Mental disorders. Notice that I said And/Or, This means that not every
case is the same, and there will always be some combinations of these symptoms
associated with FAS.

Does anyone know how or why FAS happens? – FAS happens when alcohol penetrates
the placenta and intereferes with development of the baby (Goldberg pg. 126).

Babies are most vulnerable during the first trimester of the pregnancy. – First trimester
means the first 3 months that the soon to be mother is pregnant.
It is at this time that the teacher should show a video that goes more in depth on
what FAS and what the Characteristics are of children who have FAS. Link to the video
is here - http://www.youtube.com/watch?v=YWZAqvUGYDU.
After the video, the teacher should ask the student’s thoughts on the video, and
ask if there are any questions. Then the teacher will discuss more about the physical,
behavioral, and mental disabilities associated with FAS.
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Joseph Mancini
Physical
-
Babies born with FAS could have smaller brains, smaller heads, flat cheeks,
thin lips, also slow growth. There might be central nervous system problems,
and possibly malformations of major organs.
Behavioral
-
Hyperactivity, short attention spans, poor coordination.
What factors do you think play a role in pregnant women who drink?
-
Young, less educated, single, and unemployed.

“40,000 babies are born with FAS each year (pg. 127).”

Pregnant women drinkers have more miscarriages

According to Donatelle, “FAS is the #1 most preventable cause of mental
impairment (p. 383).”
Mental According to Donatelle
-
Poor Memory
-
Impaired learning
-
Reduced attention span
-
Poor problem-solving abilities (p. 383).
After this class discussion, the teacher should show the students how to find
more information on this subject. The teacher will accomplish this by using
their own laptop that is connected to a video monitor, and show the students
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how to do it. The link to the website that we will use to accomplish this is
here  http://www.cdc.gov/ncbddd/fasd/facts.html . This site has references,
preventative strategies, and much more. The teacher will show the students
each aspect that is available on this site. This will conclude the lesson.
Closure: After the teacher finishes the introduction and all of the activities, the teacher will review what
was discussed in class. It is at this time the teacher will address that any students who might have
questions can speak with them after class for additional help.
Assessment: There will be 5 questions made from this Lesson and used on the Exam on the last
day of the unit.
Resources/Footnotes:
Books
Donatelle, Rebecca J. (2010), Access to Health Green Edition. 1301 Sansome St., San
Francisco,CA
94111: Pearson Benjamin Cummings
Goldberg, Raymond. (2010), Durgs Across the Spectrum Sixth Edition. 10 Davis Drive,
Belmont, CA 94002-3098 USA: Yolanda Cossio
Internet
http://www.mayoclinic.com/health/fetal-alcohol-syndrome/DS00184 - Definition of FAS
http://www.youtube.com/watch?v=YWZAqvUGYDU – video on FAS
http://www.cdc.gov/ncbddd/fasd/acog_toolkit.html - CDC website for Resources
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Joseph Mancini
Day 6 – Alcoholism
Rationale for Method:
The teacher will be working with Cognitive Learning Goals in regards to the affective
domain. By doing the activities I have set for the days lesson students will gain Knowledge of
the topic of Alcoholism. The students will be able to comprehend the material presented to them
by having a class discussion, possibly sharing personal experiences if the students are
comfortable enough (personal experiences make the lesson more “real” in the eyes of the
students, and they may respond better to the lesson), then having the students break off into
groups and create a skit involving spotting a friend or family member who is showing signs of
Alcoholism. A case study will be presented to the students to, this case study will be used to shed
light on actual stories of people battling Alcoholism.
Materials:
Teacher needs:
 Access to Internet
 Laptop
 Projector to show images and videos from laptop onto screen for students
Students will need:
 Pens or Pencils
 Notebook
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Joseph Mancini
Content:
The teacher should open the class by stating the topic for the day, which is Alcoholism.
The teacher should inform the students that it would be wise to take notes during the lesson, the
reason being that there might be questions taken from this lesson that will be used on the end of
the Unit exam. The teacher should start the class with a class discussion. Topics will be:
What is your definition of Alcoholism? – According to Donatelle, “When alcohol interferes with
work, school, social & family relationships, it’s called Alcohol Abuse (p. 385).” It can also be
when it violates the law. Alcoholism, or alcohol dependency is when personal health problems
are severe, and stopping alcohol use results in withdrawal symptoms.
-
So class, If a person has 2 beers and someone starts a fist fight with them, are they
alcoholics? - No, but if they get arrested, it “violates the law” which would be considered
as Alcohol Abuse.
-
8 million Americans are described as having Alcoholism.
-
There are ways of identifying a person with alcoholism. Such as:
Tolerance level, if a person starts January by having 1 beer and getting buzzed, but at the
end of March it takes that same person 5 or more beers to get to that same level of buzzed
that it first was in January, the persons tolerance level has gone up. This is dangerous
because it takes more alcohol consumption to get that same desired feeling.
At this time, the teacher should have the class stand up, and count up the students,
if there are 20 students, ask 15 of them to sit down. There needs to be 25% of the class
standing for this activity. When there are only 5, or 25% of the students left standing,
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Joseph Mancini
you should tell them that according to the statistics, 25% of Americans are affected by a
friend’s or family members alcoholism. So this is probably many in this students in this
class that are being affected right now. 50 million people are being affected by this
disease.
The teacher will take a minute or 2 to separate the class into groups of about 4, and distribute the
Case Study on Alcoholism. The link to the Case study is here 
http://www.addictionsearch.com/treatment_articles/article/alcoholism-addiction--a-case-studyof-an-alcoholic_81.html . Have the students go over the case study, then after about 10 minutes
we will discuss it together as a class. The teacher will select each group to talk about their
thoughts on the Case Study.
At this point, the teacher should discuss why it is difficult to recognize problem drinking,
such as when a person says “I can stop anytime I want, I just don’t want to”. Or, “He’s under a
lot of stress and it’s only beer”. There is also a fear of being “labeled” a problem drinker which
prevents people from getting help.
Some symptoms of alcoholism are Cravings, loss of control, a physical dependence,
tolerance, and blackouts.
Then, in the same groups as before, the teacher should ask the class to come up with a
short skit to present to the rest of class that deals with recognizing or confronting a friend about
alcoholism. It would be wise at the end of the skits to put on the screen a resource that the
students can use if they have any more questions or concerns regarding the topic of Alcoholism.
The site’s link that the teacher will use and put on the screen is here 
http://www.cdc.gov/alcohol/about.htm . This will conclude the class lesson.
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Closure: After the teacher finishes the introduction and all of the activities, the teacher will review what
was discussed in class. It is at this time the teacher will address that any students who might have
questions can speak with them after class for additional help.
Assessment: There will be 5 questions made from this Lesson and used on the Exam on the last
day of the unit.
Resources/Footnotes:
Books
Donatelle, Rebecca J. (2010), Access to Health Green Edition. 1301 Sansome St., San
Francisco,CA
94111: Pearson Benjamin Cummings
Goldberg, Raymond. (2010), Durgs Across the Spectrum Sixth Edition. 10 Davis Drive,
Belmont, CA 94002-3098 USA: Yolanda Cossio
Internet
http://www.addictionsearch.com/treatment_articles/article/alcoholism-addiction--a-casestudy-of-an-alcoholic_81.html - Case Study
http://www.cdc.gov/alcohol/about.htm - Additional Information for students
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Joseph Mancini
Day 7 – Alcohol and Family Violence
Rationale for Method:
The teacher will be working with Cognitive Learning Goals in regards to the affective
domain. By doing the activities I have set for the days lesson students will gain Knowledge of
the topic of Alcohol and Family Violence. The students will be able to comprehend the material
presented to them by having a class discussion, possibly sharing personal experiences if the
students are comfortable enough (personal experiences make the lesson more “real” in the eyes
of the students, and they may respond better to the lesson), then the teacher will break the class
into groups and distribute a Thinking Critically Worksheet about Alcohol. These 6 questions are
from Goldberg (p. 135) and are meant to get the students thinking about important issues when it
comes to Alcohol.
Materials:
Teacher needs:
 Access to Internet
 Laptop
 Projector to show images and videos from laptop onto screen for students
 Worksheet of Thinking Critically Questions
Students will need:
 Pens or Pencils
 Notebook
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Joseph Mancini
Content:
The teacher should open the class by stating the topic for the day, which is Alcohol and
Violence. The teacher should inform the students that it would be wise to take notes during the
lesson, the reason being that there might be questions taken from this lesson that will be used on
the end of the Unit exam.
Thinking Critically Questions
1. Drinking behavior is often regulated by social norms. Friends, for example, exert and
influence on alcohol use. How would you characterize the norms of your friends regarding
alcohol use? Do they accept moderate use? Excessive Use? Abistinence? Have your norms
changed in response to your friend’s norms?
2. Wine coolers are popular with young people. They are sweet and are packaged similarly to
soft drinks (in 12-ounce to 2-liter bottles), and advertisements are directed toward young people.
What restrictions would you put on advertising and packaging of these alcoholic beverages, if
any?
3. Although a person can develop cirrhosis without drinking alcohol, most cases are alcoholinduced. Because many cases of cirrhosis would not occur if people did not drink excessively,
should insurance companies and tax dollars pay to treat people whose condition was brought on
by their own behavior?
4. Some research shows that moderate consumption of alcoholic is healthful. Other guidelines
advocate no alcohol intake. Do you think moderate alcohol drinking is healthy or unhealthy, and
what is your rationale?
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5. Warning labels pointing out the dangers of alcohol on the developing fetus are found on
alcohol containers and in places where alcohol is served. Do you think these labels have any
value? Would they alter your decision to drink alcohol if you were pregnant?
6. If alcoholism is accepted as a disease to which a person is genetically predisposed, should an
alcoholic be held responsible for developing this disease? If a person has cancer or diabetes, is
the person responsible for these conditions? What are the implications of calling alcoholism a
disease?
- Note, there are really no right or wrong answers, this is to get the students to think critically and
share their thoughts with the rest of the class.
Class Discussion: Is there a link between alcohol abuse and violence? - Alcohol is the 5th
leading cause of death in America
-
Chronic drinkers are more likely than others to have histories of violence
-
Domestic Assault cases: more than 86% of assailants, and 42% of victims reported using
alcohol at the time of the attack? Does this statistic surprise any of you?
-
According to Goldberg (p. 20), college women are more likely to experience verbal,
sexual, and physical aggression on days they drink heavily. Why do you think that is?
-
Alcohol plays a role in 16% of child abuse cases
-
As the amount and frequency of alcohol use increases, so does the probability for
violence.
-
There is a relation between alcohol and child abuse, Children who were abused grow up
more likely dependent on alcohol.
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-
If you are a child from an abusive home, you tend to learn certain behaviors and rules,
such as “don’t talk, don’t trust, don’t feel.” “By doing this, the family doesn’t have to
deal with the real issues that are going on in their own family. And by doing so, the
family members unconsciously adapt to the alcoholic’s behavior by adjusting their own
behavior.” There are 4 roles that children from an abusive household assume.
o Family hero – tried to divert attention from the problems by being too good to be
true.
o Scapegoat – Draws attention away from the family’s primary problem through
delinquency or misbehavior
o Lost child – becomes passive and quietly withdraws from upsetting situations.
o Mascot – Disrupts tense situations by providing comic relief.
-
Donatelle says, “For children in alcoholic homes, life is a struggle. They have to deal
with constant stress, anxiety, and embarrassment. Because the alcoholic is the center of
attention, the children’s wans and needs are often ignored. It is not uncommon for these
children to be victims of violence, abuse, neglect, or incest. (p. 387)
Closure: After the teacher finishes the introduction and all of the activities, the teacher will review what
was discussed in class. It is at this time the teacher will address that any students who might have
questions can speak with them after class for additional help.
Assessment: There will be 5 questions made from this Lesson and used on the Exam on the last
day of the unit.
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Joseph Mancini
Resources/Footnotes:
Books
Donatelle, Rebecca J. (2010), Access to Health Green Edition. 1301 Sansome St., San
Francisco,CA
94111: Pearson Benjamin Cummings
Goldberg, Raymond. (2010), Durgs Across the Spectrum Sixth Edition. 10 Davis Drive,
Belmont, CA 94002-3098 USA: Yolanda Cossio
Internet
http://www.cdc.gov/alcohol/about.htm - Additional Information for students
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Joseph Mancini
Day 8 – Treatment of Alcoholism
Rationale for Method:
The teacher will be working with Cognitive Learning Goals in regards to the affective
domain. By doing the activities I have set for the days lesson students will gain Knowledge of
the topic of Treatment for Alcoholism. The students will be able to comprehend the material
presented to them by having the students create skits on how to approach a friend or family
member in an Intervention setting. There will also be class discussion, possibly sharing personal
experiences if the students are comfortable enough (personal experiences make the lesson more
“real” in the eyes of the students, and they may respond better to the lesson), and before the class
ends, we will conduct a end of class Alcohol Abuse, Assessing Yourself: Evaluating your risk
survey. This activity will show the different aspects involved to being an Alcoholic. Then, the
teacher will give references on how to seek help, where and how to find help. There will also be
an AA poem at the closure of this lesson
Materials:
Teacher needs:
 Access to Internet
 Laptop
 Projector to show images and videos from laptop onto screen for students
 Alcohol Abuse Assessment survey
Students will need:
 Pens or Pencils
 Notebook
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Content:
The teacher should open the class by stating the topic for the day, which is Treatment for
Alcoholism. The teacher should inform the students that it would be wise to take notes during
the lesson, the reason being that there might be questions taken from this lesson that will be used
on the end of the Unit exam. Class discussion:
-
There are 10% of alcoholics who don’t seek help, only 14% of women who need help
actually get it. Can anyone think of why this is? – Potential loss of income, inability to
pay for treatment, don’t want others to know there is a problem (p. 388).
-
What do you think it is that makes alcoholics decide to finally get help? - Most reasons
alcoholics seek help is because of a turning point. Such as a spouse walks out, could get
fired from work. Once they realize that alcohol controls their life, they seek help (p.
389).
-
Does anyone know what an intervention is? – It is a planned confrontation with the
alcoholic that involves several family members and friends plus a professional counselor.
This is one form of addressing the alcoholics about how their disease affects everyone
and they want to support the person in getting better.
-
Types of treatment are: Psychologist specializing in treatment, Private treatment centers,
hospitals, and Alcoholics Anonymous is a common one.
-
What’s different/special about a private treatment facility than others? – They use radio
and television advertisement to get the person’s attention. Upon admission, patients
receive complete physical exams to determine if there are any underlying problems that
might interfere with the treatment.
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-
There could be problems with treatment though, it happens when the person seeking help
goes through “detoxification”. Does anyone know what detoxification is? - it is the
process of addicts ending their alcohol dependence.
-
There are several symptoms of withdrawal, such as hyperexcitability, confusion,
agitation, sleep disorders, convulsions, tremors of the hands, depression, headaches, and
seizures.
-
According to Goldberg, “The first 5 days of treatment produces the most severe
withdrawal symptoms (p. 129).”
-
There is a potentially fatal syndrome that can develop from detoxification. IT is called
Delirium Tremens, or DTS. It delusions, confusion, disorientation. An example would
be to think of bugs crawling all over your skin.
-
How long do you think treatment facilities keep patients? - The average is 3-6 weeks.
But treatment can cost several thousand dollars. Insurance programs might pay most of
the expense.
-
Treatment is not always 100%. There is something called relapse, and that is when
people seeking treatment for alcoholism end up “falling off the horse” and start drinking
again.
-
60% of alcoholics who seek treatment relapse within the first 3 months of treatment.
-
That is why most people refer to themselves as “recovering” instead of “cured”
throughout their lifetime.
-
The thing to know about recovery, is that it’s not just about stopping the use of alcohol,
they also have to break a certain behavior pattern that got them to become addicted in the
first place ( Donatelle p. 391).
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After the class discussion, the teacher will break the class into groups of about 4 students.
Then, the teacher will give them instructions to come up with a skit on how to handle an
Intervention with a friend or family member. After the skits, the teacher will ask the
students about their thoughts on their experiences. At this time, the teacher will give the
students the Assessment survey. The Survey is in Donatelle’s Access to Health: Green
Edition, page 393. It will be photocopied and readily available during class.
Closure: After the teacher finishes the introduction and all of the activities, the teacher will review what
was discussed in class. It is at this time the teacher will address that any students who might have
questions can speak with them after class for additional help. It is at this time that the teacher will read
the AA poem:
An AA Poem
“We drank for happiness
And became unhappy.
We drank for joy
And became miserable.
We drank for sociability
And became argumentative.
We drank for friendship
And made enemies.
We drank for sleep
And awakened without rest.
We drank for strength
And felt weak.
-
Goldberg (p. 306)
We drank “medicinally”
And acquired health problems.
We drank for relaxation
And got the shakes.
We drank for bravery
And became afraid.
We drank to make conversation easier
And slurred our speech.
We drank to feel heavenly
And ended up feeling like hell.
We drank to forget
And were forever haunted.
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We drank for freedom
We drank to cope with life
And invited death.”
And became slaves.
We drank to erase problems
-
Author Unkown
And saw them multiply.
Assessment:
There will be 5 questions made from this Lesson and used on the Exam on the last day of
the unit.
Resources/Footnotes:
Books
Donatelle, Rebecca J. (2010), Access to Health Green Edition. 1301 Sansome St., San
Francisco,CA
94111: Pearson Benjamin Cummings
Goldberg, Raymond. (2010), Durgs Across the Spectrum Sixth Edition. 10 Davis Drive,
Belmont, CA 94002-3098 USA: Yolanda Cossio
Internet
http://www.cdc.gov/alcohol/about.htm - Additional Information for students
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Plan for Each Lesson – Unit Review
Day 9 – Alcohol Unit Review Game
Review for Exam
At the end of this Unit, we will have completed 8 lessons covering an array of topics
regarding Alcohol. We will use the two days to have a review and an exam to end the
unit. For this review, the teacher will host a “baseball” themed game. The teacher will
break up the class in to two “teams”. The teacher will ask a question to one team (If they get
it wrong it's an out, if it's correct, they are on a base. For our game, a single will be a true or
false question, a double will be a multiple choice question, and a triple will be a fill in the
blank question from the exam. The teacher will ask the questions team 1 got incorrect to team
2 when they are up to "bat". Whoever scores the most runs will get additional points on their
exams. The points added to their exams will be determined by how many runs they score,
with a 5 run/point limit. The questions I will ask will be the ones I use on the exam.
Resources/Footnotes
(http://www.proteacher.org/c/273_Review_Games.html)
http://www.proteacher.org/c/273_Review_Games.html
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Plan for Each Lesson – Unit Exam
Day 10 –
Exam – Held on Week 2/Friday
(Week 1)/(Lessons 1-5)/(Monday-Friday)
and
(Week 2)/(Lessons 6-8)/(Monday-Wednesday) + Review on Thursday
History of Alcohol Exam Questions 1-5
1. During the Civil War, Beer was called ________ because of the nutrients it provided.
A) Liquid Bread
C) Warrior’s Beverage
B) Soldier Soup
D) Super Bread
- correct answer is A) Liquid Bread
2. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: The Dutch made gin by drying fermented barley in kilns fired with burning peat.
True or False
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
-
Correct answer is False – The Dutch made gin by distilling juniper berries, Scotch was the
alcohol made by drying fermented barley in kilns fired with burning pear.
3. Which of the following was NOT a penalty given for public drunkenness?
A) Fines
C) Branding on Hand
B) Whippings
D) Confinement in the stocks
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- Correct answer is C) Branding on Hand
4. Short Answer: In the space below, list the negative effects of Prohibition.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
-
Correct Answer: Negative effects of Prohibition were Organized crime, Bootlegged alcohol,
Citizens didn’t stop drinking.
5. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: The name of the organization who started the Temperance Movement was called the
“Washingtonians”.
True or False
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer – True
Pharmacology of Alcohol exam questions 6-10
6. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Ethyl alcohol is also known as “wood alcohol”, and is very dangerous if consumed by
humans.
True or False
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Correct Answer – False, Ethyl Alcohol is the alcohol that people can drink, methyl alcohol is the one
known as “wood alcohol” that could be dangerous to humans.
7. Name 2 of the 3 ways alcohol leaves the body:
______________
______________
______________
Correct Answer – 2 of the following: Urine, Exhalation, and sweat.
8. The ________ is the primary organ responsible for absorbing alcohol.
A)Stomach
B) Large Intestine
C)Liver
D) Small Intestine
Correct Answer – D) Small Intestine
9. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: It takes less alcohol for men to feel the effects than it does for women.
True or False
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer – False, Men generally are bigger and hold more water than women, meaning it will take
more alcohol for men to feel the effects.
10. Which of the following is NOT a factor in the rate of absorption of alcohol?
A) Amount of Sleep
B) Emotions
C) Food
D) Menstruation
Correct answer – A) Amount of Sleep
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Alcohol and Sexual Behavior Exam questions 11-15
11. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Over 40% of people who start drinking before the age of 15 end up becoming alcoholics.
True or False
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer - True
12. Explain the risks of using alcohol while underage
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer - Getting into an automobile accident while under the influence of alcohol, 2.
Having sex you would otherwise not want with an individual, which can 3. Lead to an STD or, 4.
An unwanted pregnancy. 5. There is also a possibility of being raped. 6. Or leading to
alcoholism down the road.
13. : Name 3 ways a person can be negatively affected by engaging in sexually risky behavior
while under the influence of alcohol.
Correct Answer - 1. Attract STD’s. 2. Unwanted Pregnancy. 3. Rape. 4. Unwanted reputation
and bullying by peers for promiscuous behavior.
14. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Having sex in high school is normal because “everyone is doing it”.
True or False
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer – False - Less than half the students currently in high school have ever had sex.
15. Which of the Following is a possible result from underage drinking?
A) Unwanted Pregnancy
B) STD
C) Rape
D) All of the Above
Correct Answer – D) All of the Above
Alcohol and Motor Vehicle Accident’s Exam Questions 16-20
16. Based off of our “Slogan Activity”, name a few of the slogans that were created by you and your
classmates.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
17. From the “Beer Goggles” activity, what was the purpose of this activity?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer - Although campuses have been attempting to help make students aware of the
dangers of binge drinking, it is still estimated that 300,000 of today’s college students will die of
alcohol-related causes, such as drunk driving (pg. 374).
18. Write a letter to a family member, friend, or loved one warning them of the dangers of
driving drunk. Explain to the students that this letter will be corrected and graded as an in class
assignment.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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19. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: College students have the highest risk of alcohol related injuries,this includes car
accidents.
True or False
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Correct Answer – True
20.
__________ is the #1 preventable cause of death
A) Alcoholism
B) Binge Drinking
C) Partying
D) illegal Drug Use
Correct Answer – B) Binge Drinking
Lesson plan 5 – Fetal Alcohol Syndrome Questions 21-25
21. In the space provided, explain what are the risks to drinking while pregnant?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Correct Answer –Babies can be born with Fetal Alcohol Syndrome, and other disorders
such as behavioral, physical, and/or Mental disorders.
22. Which of the following is NOT a characteristic of babies born with FAS:
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A) Enlarged Hands
B) Short Attention Spans
C) Poor Memory
D) Smaller Brains
Correct Answer – A) Enlarged Hands
23. The types of disorders associated with FAS are:
A) Physical
B) Behavioral
C) Both A and B
D) None of the above
24. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Abilities effected with Memory disorder from FAS include increased memory and an
increased attention span.
True or False
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Correct Answer – False: Memory is decreased and so is the attention span.
25. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Babies are most vulnerable to FAS in the final trimester ( last 3 months) of the
pregnancy
True or False
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Correct Answer – False: Babies are more vulnerable in the first trimester ( first 3 months) of pregnancy
Lesson Plan 6 – Alcoholism exam questions 26-30
26. When alcohol interferes with work, school, social & family relationships, it’s called ______.
A) Detoxification
B) Alcoholism
C) Alcohol Abuse
D) Alcohol Dependency
Correct Answer is – C) Alcohol Abuse
27. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Tolerance is when personal health problems are severe, and stopping alcohol use
results in withdrawal symptoms.
True or False
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Correct Answer – False, Alcoholism, or Alcohol dependency is when personal health problems are
severe, and stopping alcohol use results in withdrawal symptoms.
28. Which of the following is an example of difficulty recognizing problem drinking?
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A) “I can stop anytime I want”
B) “He’s under a lot of stress”
C) “It’s only beer”
D) All of the above
Correct Answer – D) All of the Above
29. In the space provided, Name 3 different signs and symptoms of alcoholism.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer - Cravings, loss of control, a physical dependence, tolerance, and blackouts.
30. Based off of the Skit activity we did in class, state your experience with how you confronted your
friend about their alcoholism, and what were the recognizable clues that led you to realizing their
alcoholism.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Lesson 7 – Alcohol and Violence Exam questions 31-35
31. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Chronic drinkers are more likely than others to have histories of violence
True or False
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Correct Answer - True
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32. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Children who were abused grow up more likely dependent on alcohol.
True or False
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Correct Answer – True
33. Which of the following is NOT a role children assume when dealing with alcoholism and abuse at
home?
A) Scapegoat
B) Mascot
C) Class Clown
D) None of the Above
Correct Answer – C) Class Clown
34. In Domestic Assault cases: more than _____ of assailants, and ____ of victims reported using
alcohol at the time of the attack?
A) 86%, 42%
B) 42%, 86%
C) 40%, 50%
D) 50%, 40%
Correct Answer – A) 86%, 42%
35. ________ Drinkers are more likely than others to have histories of violence.
A) Casual
B) Social
C) Massive
D) Chronic
Correct Answer – D) Chronic
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Lesson 8 – Treatment for Alcoholism Exam questions 36-40
36. In the space below, explain what the difference is between a Private and public treatment facility.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Correct Answer – A private treatment facility has radio and television advertising, they do full physical
exams, public treatment facilities do no.
37. Which of the following is NOT a reason 10% of alcoholics don’t seek help because
A) They don’t know they have a problem
B) Potential Loss of Income
C) Don’t want others to know there is a problem
D) Can’t Pay for Treatment
Correct Answer – A) They don’t know they have a problem
38. ________ is planned confrontation with the alcoholic that involves several family members
and friends plus a professional counselor.
A) Treatment
B) Intervention
C) DTS
D) Detoxification
Correct Answer – B) Intervention
39. True or False. If the answer is true, just circle the word “True”. If the answer is False, circle “False”
and write in the lines provided why it is false.
Statement: Delirium Tremens, or DTS, causes your hands to shake uncontrollably, but is not fatal.
True or False
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Correct Answer – False, DTS causes delusions, confusion, and disorientation and is potentially fatal.
40. Most alcoholics who seek treatment end up relapsing within ________ of treatment.
A) 1 Week
B) 3 Weeks
C) 1 Month
D) 3 Months
Correct Answer – D) 3 Months
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