The goal of this Study Guide is to facilitate for students of teenage years a better understanding of issues such as, Addiction, LGBTQ Community,

Transcription

1 The goal of this Study Guide is to facilitate for students of teenage years a better understanding of issues such as, Addiction, LGBTQ Community, First Nation Issues, Mental Illness such as anxiety, depression, self-harm, and suicide. The Unit is comprised of 13 short videos depicting a reenactment of real life experiences intended to help reduce stigma surrounding these topics and continue to promote an environment of greater understanding, support and acceptance in our society today.

2 Description of Episode #1 - Will's Story - Addiction A person can become addicted to just about anything. It becomes a serious problem when it takes the person away from the things that he or she normally does. Some people have a predisposition to addiction and Will's story shows that anyone can fall dangerously into addiction. It started with a video games addiction which was the beginning of the slippery slope that almost cost Will his life. As a child, he dreamed of becoming a professional baseball player. However, he could never imagine that at the age of 17 he would be living on the streets addicted to Crack Cocaine and near death. His remarkable story now brings so much hope to those who struggle with addiction as he now dedicates his life to helping youth. Learning Goals: After taking the quiz entitled " How much do you know about addiction" and after viewing Episode # 1 and discussing his/her responses with the class and the teacher, the student will understand how addiction occurs, know how addiction affects his/her teenage brain and be able to provide strategies to deal with addiction for a successful outcome. Prior Learning: Prior to the viewing of Episode # 1 the student will potentially have an understanding of addiction through different forms of media, through possible personal experiences and his/her own opinions and perceptions of addiction. Minds On: Before the viewing of Episode # 1 the student will have taken the quiz entitled "How much do you know about addiction" (See worksheet # 1 ) and have discussed with other students and the teacher some facts and misunderstandings about addiction.

3 Action: The students will be given questions on Episode #1 (See Worksheet #2). Discuss with the students that they will have to respond to the questions as they are watching the Episode and be prepared to discuss their responses following the episode. Following the discussion of the Episode questions bring the students attention to the section of the Episode that outlined the four strategies that a person can do to increase dopamine naturally in his/her teenage brain in order to perhaps avoid falling into the cycle of addiction. Divide the class into 4 groups giving each group a strategy outlined in the Episode. For example, one group will be responsible for Strategy #1- "Investing time and bonding with people". The second group will be responsible for Strategy #2- "Seeking Help". The third group will be responsible for Strategy #3-"Discover Tasks". The Fourth group will be responsible for Strategy #4- "Realize your purpose". Each group, now having a greater understanding of addiction, will develop ideas that support each area. Consolidation and Connection: After each group has discussed and developed ideas that support the four strategies outlined in the episode, each group will then present their findings. Make the students aware that addiction will be one of the topics that they will have a choice of completing an assignment on after all of the thirteen episodes of "Teens 101" have been viewed. Assignment with specific rubrics will be handed out following the viewing and activities of Episode # 13. For example, one of the possible assignments could be "Letter to the editor" where the student follows the guidelines for creating a letter to the editor in a newspaper about any one of the 13 topics having been discussed (See attached rubric for evaluation).

4 1) How did Will s addiction begin? Episode #1 Questions -"Will's Story" 2) Once in the grips of addiction, how did Will's life begin to rapidly deteriorate? 3) How did Will's family try to intervene and help Will with his addiction? 4) How did Will finally start to deal with his addiction and what were some of the strategies he used to help cope with his addiction. 5) What were some of the points discussed with the students at the round table discussion? 6) How does Dr. K describe addiction? 7) What part of the brain is affected by addiction and why are the brains of teenagers more susceptible to addiction? 8) What are the "risk factors" involved in addiction? 9) Describe four things that a teenager can do to increase dopamine naturally in the brain? 10) What is the one power that addiction may have and why?

5 "How much do you know about addiction" Answer Sheet 1. Addiction only happens to certain people with a certain type of brain composition. ( Addiction can happen to anyone) 2. A teenage brain is more susceptible to addiction. () 3. Addiction usually happens to people who live on the streets without a family supportive family. (- Many addicts come from a supportive family) 4. Addiction can cause a lack of control over feelings, thoughts, ideas and or behaviours. () 5. Addiction is a "slippery slope" and can get worse over time. () 6. People who experience addiction come from a childhood of abuse. (- Not all addicts come from abusive family situations) 7. Addiction cannot be overcome easily and requires treatment. () 8. One important step in recovery is accepting is for the addict to realize that change must occur in order to get better. () 9. In recovery there are three outcomes: jail, institution or death. () 10. An addict in recovery should recognize that admitting that he or she is an addict does not mean that they are less of a person. ()

6 Quiz #1 - "How much do you know about addiction" 1) Addiction only happens to certain people with a certain type of brain composition. 2) Addiction can happen to a person spontaneously. 3) Addiction usually happens to people who live on the streets without and family support system. 4) Addiction can cause a lack of control over feelings, thoughts, ideas and or behaviours. 5) Addiction is a "slippery slope" and can get worse over time. 6) People who experience addiction come from a troubled family environment. 7)Addiction cannot be overcome easily and requires treatment. 8) One important step in recovery is for the addict to realize that change must occur in order to get better. 9) In recovery there are 3 outcomes: jail, institution or death. 10) An addict in recovery should recognize that admitting that he or she is an addict does not mean that they are less of a person.

7 Assessment Rubric Categories/Criteria Level 4 Level 3 Level 2 Level 1 Knowledge and Purpose is perfectly clear e.g. Purpose is clear e.g. to Purpose is questionable Purpose is unclear to criticize, question, etc. criticize, question, etc. Understanding Includes through information and/or idea Includes sufficient information and/or ideas Includes some information and/or ideas but not sufficient Includes Limited information or ideas Communication Application Argument is insightful e.g. anticipates counterpoint Stylistic devices are sophisticated e.g. use of rhetorical questions, etc. Introduction is highly effective e.g. clearly identifies issue and expresses strong opinion Message is perfectly clear Diction tone and level of language are used artfully to suit the specific purpose and audience i.e. level of Writer s voice is consistently evident Conclusion is powerful e.g. call to action summary Organization is highly effective e.g. paragraph structure, transitions Correct Letter format is used e.g. block, semi-block with no errors Argument is convincing e.g. strongest last Stylistic devices are effective e.g. use of rhetorical questions etc. Introduction is effective i.e. identifies issue and expresses opinion Message is clear Diction. Tone and level of language are appropriate to the specific purpose and audience i.e. level of Writer s voice is evident Conclusion is effective e.g. call to action. Summary Organization is effective e.g. paragraph structure transitions. Correct letter format is used e.g. block, semi-block with only minor errors Argument is inconsistent Stylistic devices are somewhat effective e.g. use of rhetorical questions,etc. Introduction is somewhat effective i.e. identifies issue or expresses opinion Message is inconsistent Diction, tone and level of language suit the specific purpose and audience to some degree i.e. level of Writer s voice is sometimes evident Conclusion is somewhat effective e.g. call to action summary Organization is inconsistent e.g. paragraph structure transitions Correct letter format is used e.g. block, semi-block but with several errors Argument is evident but unconvincing Stylistic devices are lacking or ineffective Introduction is ineffective e.g. issue and/or opinion are unclear Message lacks clarity Diction, tone and level of language show a limited sense of purpose and audience i.e. lacks Writer s voice is lacking Conclusion is ineffective Organization is ineffective e.g. paragraph structure transitions. Correct letter format is sued e.g. block,semi-block but with numerous errors Use of language conventions is accurate, effective and virtually error-free Use of language conventions is accurate and effective e.g. spelling and grammar are mostly correct Use of language conventions is inconsistent e.g. some errors in spelling and grammar but not sufficient to interfere with communication Use of language conventions is limited e.g. errors in spelling and grammar interfere with communication