The Teen Files Flipped: The Reality of Drug Use
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING The Teen Files Flipped: The Reality of Drug Use
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
The Gateway…To What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Vocabulary Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
The Cast Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Pat Davies.
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
Link to the World
in the program. Your students
These activities offer ideas
for connecting learners’
and formulate ideas on their own, based on
suggested
media or content areas.
will have opportunities to make discoveries
meaning.
Curriculum Connections
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
classroom activities to their
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
understand,
retain,
and
recall
the
Choose the best way for students to
Additional
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
Programs
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read The Teen Files Flipped: The Reality
learned, and to provide them with
of Drug Use Themes, Overview, and
practice in test-taking procedures.
Reproducible Activities
Objectives to become familiar with
The AIMS Teaching Module provides a
program content and expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
or
a
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view The Teen Files
the opportunity for students to assess their
Flipped: The Reality of Drug Use
knowledge of new vocabulary with this word
together or in small groups.
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
•
Some students may benefit from
viewing the video more than one time.
context.
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
local
community
The Teen Files Flipped: The Reality of Drug Use
Themes
Objectives
Discussion Ideas
The Teen Files Flipped: The Reality of Drug
Use explores the themes of personal choices
and
consequences,
responsibility,
parental/teen relationships, and the reality
of the life-or-death situation which drug use
and abuse can easily become. These are
illustrated through the “flipped” experiences
of four teens and their decisions to indulge
or refrain from using marijuana and other
drugs. Additional themes of peer pressure
and self esteem are also addressed.
•
You may use one or more of the following
questions to prompt a discussion about the
use of marijuana or other drugs.
•
•
•
Overview
The Teen Files Flipped: The Reality of Drug
Use explores the lives of four young people
who “love weed.” Carissa uses marijuana to
the extent that she has been expelled from
school and evicted from her home on more
than one occasion by her “tough love”
mother. Kriss smokes pot frequently and sees
no reason not to drive while high. Stephen
deals dope to his friends to pay for his own
habit and feels that smoking pot means he’s
doing something constructive with his life.
Crystal says that Ecstasy actually gives her a
higher high than marijuana. Once these four
are “flipped” everything changes quickly
and nothing is quite what it seems: Stephen
is arrested for drug trafficking and sent to a
juvenile treatment center for a term of up to
18 months. Carissa has nowhere to stay but
a homeless shelter where she spends a tearful night. Kriss, “driving high”, is involved in
a DUI crash and taken to hospital where he
learns he’s been “paralyzed”. When Carissa
arrives at the hospital she suddenly finds
herself being treated for a “methamphetamine overdose” from which she quickly
“dies.” With Carissa’s grieving mother in
attendance, we learn that Crystal is the
“ringer” in the group. Her brother, Caleb,
really did die from a drug overdose - in the
same hospital room where Carissa is now
lying.
To discuss the consequences of drug
use, both emotional and
physical, along with the significant
problems drug use often causes for
teens in school and in family
relationships
To examine the personal stories of
young people who use marijuana or
other drugs and explore how their lives
might easily be damaged, or ended, by
drug use
To learn more about the side effects and
dangers of illicit drugs
Introduction to the Program
Explain to students that in The Teen Files
Flipped: The Reality of Drug Use they will
meet several young men and
women who use marijuana on a regular
basis. They will learn how their drug use
affects the teens physically and in their interactions with those around them. When the
teens are “flipped”, they will see how continued use of marijuana or other drugs might
affect their lives much more seriously than it
already has.
Introduction to Vocabulary
Write the following words on the board and
read them
aloud. Some students may be unfamiliar
with the terms. If the meaning of any word is
unclear to the group, ask volunteers to use
an appropriate reference source to check the
term and report their findings to the class.
What do you know about marijuana? Why
do you think people might use marijuana or
other drugs? Do you think marijuana is safe
to use? What about Ecstasy? What, if any,
negative effect do either of these have on a
user? A user’s family and friends? Do you
think that marijuana is a “gateway” drug?
The behavioral choices we make all have
consequences. How worthwhile do you think
the high gained through drug use might be
when compared with the physical and psychological consequences?
You may also solicit discussion ideas from
the class. Write the above questions, or student suggestions, on the board. Explain that
you will be referring back to these topics for
further discussion after viewing The Teen
Files Flipped: The Reality of Drug Use.
Focus
Encourage students to select one of the characters they will meet in the program and
think about what their own decisions and
responses might be if they were placed in a
similar situation. Ask students to also watch
for specific examples of physical and psychological consequences of marijuana use.
drug trafficking, DUI, marijuana, methamphetamine, overdose, pot, rehabilitation,
weed
The three drug-using teens are shaken up by
their “flipped” experience, and all vow to
change their behavior; they don’t want any
of these experiences to happen for real.
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
SUGGESTED ACTIVITIES
Link to the World
Invite a guest speaker to present a medical, legal, or academic overview of marijuana use - how use of the drug
affects a person’s physical health; how it often acts as a gateway to use of additional drugs; how it affects a person’s short- and long-term memory and decision-making abilities and thus their academic progress; how its use
may have significant legal consequences for the user. Some possible speakers might include: medical profession-
2 Hours
als including emergency medical personnel, doctors, rehabilitation experts; public safety officers; law enforcement
personnel; social worker; rehabilitated drug user(s). Encourage students to prepare questions in advance and to
send a follow-up thank you letter to him or her.
Connection to Mathematics
Have students collect data from the Internet, the library and from public health and other government resources
M A TH
about teen drug use in your community, statewide, or nationally. Have them digest their findings into clear and
annotated charts and graphs for presentation to the class.
2 Hours
Meeting Individual Needs
After watching the program, help students identify the main ideas regarding the experience of each of the four
teens. Encourage students to note details from the program that support the main experiences of each character. If
necessary, clarify and review the main ideas with students.
45 Minutes
Connection to Health
Studies show that regular use of marijuana can have a number of effects on human behavior. Users become apa-
HE AL TH
thetic, tired, moody, irritable, and lose their ability to concentrate and make good judgments. Have students work
in small groups to do Internet and other research to prepare a PowerPoint presentation of the latest findings on
marijuana’s effects on health. Have a volunteer from each group present to the class.
Extended
Critical Thinking
Assign students into two groups, one to research the advantages and the other, to research the disadvantages of
legalizing marijuana for medical use, such as treating the pain of terminally ill patients. Select a small group of
judges from the two research teams, and have the remaining team members mount a debate using the information
they have gathered. Allow time at the end of the debate for judges to explain why they voted as they did.
60 Minutes
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Connection to Biology and to Health
Why does marijuana affect short-term memory? Why does damage to short-term memory affect our ability to
BIOLOGY
learn? Have students work in small groups to research this topic and prepare a short report which a volunteer will
then present to the class.
1 Hour
(Marijuana affects short-term memory because it is fat soluble and goes directly to the brain. Damage to our shortterm memory affects our ability to learn because any information must first be stored in short-term memory before
it can be transferred to long-term memory. If short-term memory is damaged, so is the ability to learn.)
Connection to Civics and Citizenship
Have students work in small groups to research the difference in punishment usually meted out to juveniles arrested
for drug possession versus that handed down to adults. Ask for volunteers to present their findings to the class.
(Teen offenders usually receive counseling to help them get off the drugs. Adults often go to jail.)
45 Minutes
In the Newsroom and Critical Thinking
Have students keep a class News File for a month, filling it with local, state or national news stories about drug
use, or drug-related issues. Have them pull coverage from the Internet as well as newspapers and news magazines.
Assign one or two students as television and radio news gatherers; have them make brief notes of stories covered
1 Month
on a daily basis, noting the angle or slant the television reports give the various stories. Once a week, read the stories as a class. Discuss how each medium presented the stories. Consider questions such as: were stories featured
on the front page? How objective do students feel coverage was? How many follow-up articles did various stories
warrant? Have students explain whether they agree or disagree with the nature and scope of the news coverage.
Review at the end of the months to determine whether, and how, students’ opinions have changed.
Culminating Activity
Allow time for students to think and make notes about the issues presented in the program and class activities. Have
student discuss what, if any, changes have taken place in their attitudes or beliefs about marijuana and other drugs.
Encourage students to refer to this personal assessment from time to time and think about how the use of marijuana
or other drugs can affect their lives and those of family and friends.
44 Minutes
8
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
HE AL TH
Name
VOCABULARY
The vocabulary words listed below deal with topics raised in The Teen Files Flipped: The Reality of Drug Use. Read each definition. On the line
next to the definition write the letter of the vocabulary word that matches the definition. Use a dictionary or other reference if necessary. Then
use a separate piece of paper to write each word in a sentence.
A.
drug trafficking
B.
DUI
C.
Ecstasy
D.
marijuana
E.
methamphetamine
F.
overdose
G. pot
H.
rave
I.
rehabilitation
J.
weed
________
a slang name for marijuana
________
driving under the influence; driving while intoxicated on alcohol or another drug
________
to take a larger than usual amount of something; using drugs in this way can be fatal. With street drugs, potency varies enough
that someone can use a fatal amount of the drug without intending to
________
the giving and receiving of physical therapy, psychological counseling and other services to assist a person is recovering from
an injury, or from dependence on alcohol or other drugs
________
the Indian hemp plant; its leaves and flowers are dried and smoked for their narcotic properties; in the U.S., an illicit drug
________
a synthetic amphetamine, related to methamphetamine; destroys brain cells that produce serotonin
________
an underground party where drugs are usually easily available; Crystal’s brother, Caleb, was a DJ at such parties
________
another slang term for marijuana
________
a medication also known as methedrine; used illicitly as a stimulant, it is highly addictive
________
the act of dealing in, buying, selling, or trading in drugs
9
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
CHECKING COMPREHENSION
Complete each sentence below with a word or words that make sense. For questions 3 and 5 through 8, write a short answer of your own.
1. Carissa used a very colorful phrase to explain her mother’s reaction when she got thrown out of school. How would you phrase it in “plain”
English?
A) Her mother was happy about it.
B) Her mother was very unhappy about it.
C) Her mother didn’t care either way.
2. How does Stephen talk about his use of marijuana? ____________________.
A) He knows it’s not a good idea, but can’t seem to stop on his own
B) He believes it’s something constructive he’s doing with his time
C) A and B
3. How does Stephen finance the marijuana he uses?
4. What does Kriss say surprised him about his stay at military school? ____________________.
A) that the school was so regimented
B) that he did so well in his studies
C) that drugs were so readily available
5. Carissa’s mother practices “tough love” regarding her drug use. What example of that do we see in the video?
6. When Stephen is at the treatment center, what do his fellow teens tell him about his drug use?
7. In the video how did Kriss become paralyzed? What did he find out about how he would have to urinate?
8. Why did the medical personnel strap Carissa onto a gurney at the hospital?
9. Who was there at the hospital to receive the news that Carissa had died? ____________________.
A) her former school teacher
B) her cousins
C) her mother
10. What did Crystal say had happened to her brother Caleb? ____________________.
A) He had gone from being a DJ at local raves to having his own TV show.
B) He had died as the result of a drug overdose - in the same room where hospital staff were treating Carissa.
C) He had stopped his drug use when he saw how it was influencing Crystal.
10
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
WORD SEARCH
Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look
up, down, across, backwards and diagonally to find the words.
D
X
V
Z
T
P
G
H
K
J
V
B
N
W
E
G
R
W
C
V
P
H
V
Z
G
K
M
L
C
B
V
W
U
G
Z
O
R
T
S
M
N
W
S
S
V
Z
W
B
G
Q
V
P
N
J
R
K
T
M
Z
W
G
Q
C
H
T
E
J
B
M
N
A
K
L
T
Q
B
V
X
G
K
R
L
J
W
S
S
V
Z
O
Z
overdose
Z
C
X
H
J
D
A
K
Y
M
V
G
E
P
R
pot
J
D
D
G
W
O
V
F
W
Q
P
D
B
B
C
H
K
E
W
K
S
K
V
F
W
U
L
J
W
X
N
M
Y
E
K
E
M
A
R
I
J
U
A
N
A
X
V
W
M
W
B
R
T
Q
C
C
N
L
M
W
Z
Y
L
N
K
C
G
T
W
W
B
K
H
V
G
X
R
E
H
A
B
I
L
I
T
A
T
I
O
N
M
E
T
H
A
M
P
H
E
T
A
M
I
N
E
G
B
V
K
L
N
W
G
K
V
W
W
Z
V
G
WORD BANK
drug trafficking
DUI
Ecstasy
marijuana
methamphetamine
rave
rehabilitation
weed
________________________ an underground party where drugs are usually easily available; Crystal’s brother, Caleb, was a DJ at such parties
________________________ a slang name for marijuana
________________________ driving under the influence; driving while intoxicated on alcohol or another drug
________________________ to take a larger than usual amount of something; using drugs in this way can be fatal. With street drugs, potency
varies enough that someone can use a fatal amount of the drug without intending to
________________________ a medication also known as methedrine used illicitly as a stimulant; it is highly addictive
________________________ the giving and receiving of physical therapy, psychological counseling and other services to assist a person is
recovering from an injury, or from dependence on alcohol or other drugs
________________________ the Indian hemp plant; its leaves and flowers are dried and smoked for their narcotic properties; in the U.S., an
illicit drug
________________________ the act of dealing in, buying, selling, or trading in drugs
________________________ a synthetic amphetamine, related to methamphetamine; destroys brain cells that produce serotonin
________________________ another slang term for marijuana
11
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
CAUSE AND EFFECT
The video presented some of the possible effects of smoking marijuana. In the space provided list at least five of the consequences mentioned
or shown.
Smoking marijuana can cause users to:
1. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
4. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
5. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
12
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
TRUE OR FALSE
Read each statement below and place a T in the space provided if the statement is true, or an F if the statement is false.
________
Carissa says she has never used marijuana, but uses cocaine all the time.
________
Kriss says he used marijuana often at military school.
________
Kriss is extremely concerned about never driving when he has been using drugs.
________
Stephen has been in counseling and now deals with his problems and low moods without resorting to using marijuana.
________
After they have been “flipped” Carissa goes home to find that her mother has once again evicted her for drug use.
________
Stephen is sent to a juvenile treatment center for a term of up to 18 months.
________
The other teens at the treatment center help Stephen to see that he is not at fault for his drug use; they say that life is just too
difficult without using marijuana or some other drug.
________
The law enforcement officers show Kriss his necklace on the ground by a wrecked car; Kriss was the driver.
________
At the hospital, the medical personnel put Carissa onto a gurney, saying she’s having a severe reaction to a methamphetamine
overdose. She then dies.
________
Crystal reveals that her brother, Caleb, really did die of a drug overdose.
13
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
THE GATEWAY ... TO WHAT?
Many marijuana users, especially teenagers, do not consider marijuana to be a dangerous, addictive drug. In the space provided write one or
more reasons that marijuana is known as a “gateway drug.”
14
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
VOCABULARY MATCH UP
Draw a line from each vocabulary word below on the left to the appropriate definition to the right.
drug trafficking
DUI
a slang name for marijuana
the giving and receiving of physical therapy, psychological counseling and other services to assist a person is
recovering from an injury, or from dependence on alcohol or other drugs
Ecstasy
to take a larger than usual amount of something; using drugs in this way can be fatal. With street drugs, potency
varies enough that someone can use a fatal amount of the drug without intending to
marijuana
a medication also known as methedrine used illicitly as a stimulant; it is highly addictive
methamphetamine
an underground party where drugs are usually easily available; Crystal’s brother, Caleb, was a DJ at such parties
overdose
pot
rave
another slang term for marijuana
the act of dealing in, buying, selling, or trading in drugs
a synthetic amphetamine, related to methamphetamine; destroys brain cells that produce serotonin
the Indian hemp plant; its leaves and flowers are dried and smoked for their narcotic properties; in the U.S., an
rehabilitation
weed
illicit drug
driving under the influence; driving while intoxicated on alcohol or another drug
15
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
THE CAST MEMBERS
Carissa, Kriss, Stephen and Crystal all have their own experiences with drugs, or with someone who has used drugs. On a separate sheet of
paper, write your responses to the decisions and actions of the following of these characters.
Stephen: feels that using marijuana is a constructive way to use his time.
What do you think about Stephen’s not wanting to get to the bottom of problems or bad feelings and turning instead to marijuana?
What was your feeling about the things the other teens at the treatment center were saying to Stephen?
What do you think Stephen will learn, if anything, from his “flipped” experience?
Kriss: says he doesn’t love pot, but likes it a lot; prefers Ecstasy.
What do you think of Kriss’ attitude about driving under the influence of alcohol or other drugs?
How do you think you would react in Kriss’ position to seeing your necklace on the ground by the wrecked car? How would you react to the
sudden realization that you have become paralyzed for life through your own drug use?
Carissa: says she really loves pot.
What do you think was the reason she was expelled from school?
What do you think about her mother’s “tough love” policy?
How would you react if you had to spend the night at a shelter as Carissa did?
What, if any, lasting effect do you think her “flipped” experience will have on her?
Crystal: says she’s used marijuana and Ecstasy.
Since Crystal was “in” on the “flipped” experience from the beginning, do you think she has really used marijuana or Ecstasy herself? Why,
or why not?
How do you think Crystal and her father are dealing with the drug overdose death of Caleb?
Do you think participating in the “flipped” experience helped them cope? If so, how? If not, why not?
16
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
TEST
Circle the letter for the correct answer to multiple choice questions. Write a short answer to questions that are not multiple choice.
1. Stephen says that he sells marijuana to finance his own use; what else does he say he’s done to get money for pot?
A) worked at the supermarket
B) shoplifted
C) delivered pizzas
2. What did the judge tell Stephen he would be charged with if the driver to whom he sold drugs died?
3. What did the other teens at the treatment center tell Stephen?
A) that he was “playing a blame game” and that his parents didn’t do anything to him; he’s doing it himself
B) that they had all had to learn to face the damage they had done to themselves and other people when they were using drugs
C) A and B
4. Carissa says she started using marijuana at the age of 12, began using it daily when she was 14, and now uses Ecstasy and acid in addition. This progression shows that marijuana was a (insert blank) for her.
A) harmless drug
B) recreational drug
C) gateway drug
5. Carissa’s mother treats her with “tough love” by (insert blank).
A) giving her random drug tests
B) evicting her if she’s using drugs
C) A and B
6. Kriss had said that he never worried about driving while under the influence of drugs. What did he say about his situation after the crash
left him paralyzed?
A) that it wasn’t as tough as he’d thought it would be
B) that it was his worst nightmare and he didn’t think he could survive the situation
C) that he would probably use more drugs now than before
17
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
Name
TEST (CONTINUED)
7. How did Frankie, the young man Kriss met at the hospital, become paralyzed?
8. What did Frankie say about how his friends treat him now that he’s injured and not part of their everyday life?
A) They come around to visit all the time.
B) They pick him up and take him out partying.
C) They deserted him.
9. After they had heard Crystal and her dad talk about Caleb’s death, Stephen said he felt the “flipped” experience had shown them something about their drug use. What was that?
10. What did Carissa and Stephen each say about Carissa’s “death” and about Caleb dying?
18
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
2673-EN-VID:
2555-EN-VID:
2574-EN-VID:
2559-EN-VID:
2525-EN-VID:
2633-EN-VID:
2756-EN-VID:
2553-EN-VID:
2517-EN-VID:
2256-EN-VID:
2558-EN-VID:
2667-EN-VID:
2635-EN-VID:
2612-EN-VID:
2613-EN-VID:
The Teen Files Flipped: Drug Use and Addiction
Marijuana: One More Toke
The Down Side of Uppers
Monkey on the Back: Teens and Heroin
Marijuana
Do You Believe in Magic? Teens and Marijuana
No Second Chances
Angry Young Man ... A Drug Tragedy
The Teen Files: The Truth About Drugs
The Teen Files: The Truth About Drinking
First Dose of Addiction : Teens and Alcohol
The Teen Files Flipped: Tobacco
In-Dependence: Teens and Smokeless Tobacco
It Can Happen to You Series: Binge Drinking, Edited Version
It Can Happen to You Series: Alcoholism, Edited Version
19
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 9
VOCABULARY
The vocabulary words listed below deal with topics raised in The Teen Files Flipped: The Reality of Drug Use. Read each definition. On the line
next to the definition write the letter of the vocabulary word that matches the definition. Use a dictionary or other reference if necessary. Then
use a separate piece of paper to write each word in a sentence.
A.
drug trafficking
B.
DUI
C.
Ecstasy
D.
marijuana
E.
methamphetamine
F.
overdose
G. pot
H.
rave
I.
rehabilitation
J.
weed
G or J
________
a slang name for marijuana
B
________
driving under the influence; driving while intoxicated on alcohol or another drug
F
________
to take a larger than usual amount of something; using drugs in this way can be fatal. With street drugs, potency varies enough
that someone can use a fatal amount of the drug without intending to
I
________
the giving and receiving of physical therapy, psychological counseling and other services to assist a person is recovering from
an injury, or from dependence on alcohol or other drugs
D
________
the Indian hemp plant; its leaves and flowers are dried and smoked for their narcotic properties; in the U.S., an illicit drug
C
________
a synthetic amphetamine, related to methamphetamine; destroys brain cells that produce serotonin
H
________
an underground party where drugs are usually easily available; Crystal’s brother, Caleb, was a DJ at such parties
J or G
________
another slang term for marijuana
E
________
a medication also known as methedrine; used illicitly as a stimulant, it is highly addictive
A
________
the act of dealing in, buying, selling, or trading in drugs
20
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 10
CHECKING COMPREHENSION
Complete each sentence below with a word or words that make sense. For questions 3 and 5 through 8, write a short answer of your own.
1. Carissa used a very colorful phrase to explain her mother’s reaction when she got thrown out of school. How would you phrase it in “plain”
English?
A) Her mother was happy about it.
B) Her mother was very unhappy about it.
C) Her mother didn’t care either way.
2. How does Stephen talk about his use of marijuana? ____________________.
A) He knows it’s not a good idea, but can’t seem to stop on his own
B) He believes it’s something constructive he’s doing with his time
C) A and B
3. How does Stephen finance the marijuana he uses?
He sells a portion of each bag of marijuana he buys.
4. What does Kriss say surprised him about his stay at military school? ____________________.
A) that the school was so regimented
B) that he did so well in his studies
C) that drugs were so readily available
5. Carissa’s mother practices “tough love” regarding her drug use. What example of that do we see in the video?
When her mother finds out that Carissa is again using drugs, she evicts her from the family home.
6. When Stephen is at the treatment center, what do his fellow teens tell him about his drug use?
They tell him that he can’t blame any of his drug-related behavior on anyone but himself. No one else is making him use marijuana; it’s
his choice.
7. In the video how did Kriss become paralyzed? What did he find out about how he would have to urinate?
He was driving while under the influence of drugs and wrecked the car he was driving, paralyzing himself in the collision. He will have to
use a catheter whenever he needs to urinate.
8. Why did the medical personnel strap Carissa onto a gurney at the hospital?
She had gone into a severe drug overdose reaction; they had to treat her to try and save her life.
9. Who was there at the hospital to receive the news that Carissa had died? ____________________.
A) her former school teacher
B) her cousins
C) her mother
10. What did Crystal say had happened to her brother Caleb? ____________________.
A) He had gone from being a DJ at local raves to having his own TV show.
B) He had died as the result of a drug overdose - in the same room where hospital staff were treating Carissa.
C) He had stopped his drug use when he saw how it was influencing Crystal.
21
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 11
WORD SEARCH
Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look
up, down, across, backwards and diagonally to find the words.
D
X
V
Z
T
P
G
H
K
J
V
B
N
W
E
G
R
W
C
V
P
H
V
Z
G
K
M
L
C
B
V
W
U
G
Z
O
R
T
S
M
N
W
S
S
V
Z
W
B
G
Q
V
P
N
J
R
K
T
M
Z
W
G
Q
C
H
T
E
J
B
M
N
A
K
L
T
Q
B
V
X
G
K
R
L
J
W
S
S
V
Z
O
Z
overdose
Z
C
X
H
J
D
A
K
Y
M
V
G
E
P
R
pot
J
D
D
G
W
O
V
F
W
Q
P
D
B
B
C
H
K
E
W
K
S
K
V
F
W
U
L
J
W
X
N
M
Y
E
K
E
M
A
R
I
J
U
A
N
A
X
V
W
M
W
B
R
T
Q
C
C
N
L
M
W
Z
Y
L
N
K
C
G
T
W
W
B
K
H
V
G
X
R
E
H
A
B
I
L
I
T
A
T
I
O
N
M
E
T
H
A
M
P
H
E
T
A
M
I
N
E
G
B
V
K
L
N
W
G
K
V
W
W
Z
V
G
WORD BANK
drug trafficking
DUI
Ecstasy
marijuana
methamphetamine
rave
rehabilitation
weed
rave
________________________
an underground party where drugs are usually easily available; Crystal’s brother, Caleb, was a DJ at such parties
pot
________________________
a slang name for marijuana
DUI
________________________
driving under the influence; driving while intoxicated on alcohol or another drug
overdose
________________________
to take a larger than usual amount of something; using drugs in this way can be fatal. With street drugs, potency
varies enough that someone can use a fatal amount of the drug without intending to
methamphetamine
________________________
a medication also known as methedrine used illicitly as a stimulant; it is highly addictive
rehabilitation
________________________ the giving and receiving of physical therapy, psychological counseling and other services to assist a person is
recovering from an injury, or from dependence on alcohol or other drugs
marijuana
________________________
the Indian hemp plant; its leaves and flowers are dried and smoked for their narcotic properties; in the U.S., an
illicit drug
drug trafficking
________________________
the act of dealing in, buying, selling, or trading in drugs
ecstacy
________________________
a synthetic amphetamine, related to methamphetamine; destroys brain cells that produce serotonin
weed
________________________
another slang term for marijuana
22
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 12
CAUSE AND EFFECT
The video presented some of the possible effects of smoking marijuana. In the space provided list at least five of the consequences mentioned
or shown.
Smoking marijuana can cause users to:
Students’ answers may vary; accept any that demonstrate understanding.
1. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
4. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
5. ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
23
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 13
TRUE OR FALSE
Read each statement below and place a T in the space provided if the statement is true, or an F if the statement is false.
F
________
Carissa says she has never used marijuana, but uses cocaine all the time.
T
________
Kriss says he used marijuana often at military school.
F
________
Kriss is extremely concerned about never driving when he has been using drugs.
F
________
Stephen has been in counseling and now deals with his problems and low moods without resorting to using marijuana.
T
________
After they have been “flipped” Carissa goes home to find that her mother has once again evicted her for drug use.
T
________
Stephen is sent to a juvenile treatment center for a term of up to 18 months.
F
________
The other teens at the treatment center help Stephen to see that he is not at fault for his drug use; they say that life is just too
difficult without using marijuana or some other drug.
T
________
The law enforcement officers show Kriss his necklace on the ground by a wrecked car; Kriss was the driver.
T
________
At the hospital, the medical personnel put Carissa onto a gurney, saying she’s having a severe reaction to a methamphetamine
overdose. She then dies.
T
________
Crystal reveals that her brother, Caleb, really did die of a drug overdose.
24
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 14
THE GATEWAY ... TO WHAT?
Many marijuana users, especially teenagers, do not consider marijuana to be a dangerous, addictive drug. In the space provided write one or
more reasons that marijuana is known as a “gateway drug.”
Students’ answers will vary; accept any that demonstrate understanding.
25
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 15
VOCABULARY MATCH UP
Draw a line from each vocabulary word below on the left to the appropriate definition to the right.
drug trafficking
DUI
a slang name for marijuana
the giving and receiving of physical therapy, psychological counseling and other services to assist a person is
recovering from an injury, or from dependence on alcohol or other drugs
Ecstasy
to take a larger than usual amount of something; using drugs in this way can be fatal. With street drugs, potency
varies enough that someone can use a fatal amount of the drug without intending to
marijuana
a medication also known as methedrine used illicitly as a stimulant; it is highly addictive
methamphetamine
an underground party where drugs are usually easily available; Crystal’s brother, Caleb, was a DJ at such parties
overdose
pot
rave
another slang term for marijuana
the act of dealing in, buying, selling, or trading in drugs
a synthetic amphetamine, related to methamphetamine; destroys brain cells that produce serotonin
the Indian hemp plant; its leaves and flowers are dried and smoked for their narcotic properties; in the U.S., an
rehabilitation
weed
illicit drug
driving under the influence; driving while intoxicated on alcohol or another drug
26
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 16
THE CAST MEMBERS
Carissa, Kriss, Stephen and Crystal all have their own experiences with drugs, or with someone who has used drugs. On a separate sheet of
paper, write your responses to the decisions and actions of the following of these characters.
Students’ answers will vary; accept any that demonstrate understanding. You may wish to use this exercise as a discussion starter.
Stephen: feels that using marijuana is a constructive way to use his time.
What do you think about Stephen’s not wanting to get to the bottom of problems or bad feelings and turning instead to marijuana?
What was your feeling about the things the other teens at the treatment center were saying to Stephen?
What do you think Stephen will learn, if anything, from his “flipped” experience?
Kriss: says he doesn’t love pot, but likes it a lot; prefers Ecstasy.
What do you think of Kriss’ attitude about driving under the influence of alcohol or other drugs?
How do you think you would react in Kriss’ position to seeing your necklace on the ground by the wrecked car? How would you react to the
sudden realization that you have become paralyzed for life through your own drug use?
Carissa: says she really loves pot.
What do you think was the reason she was expelled from school?
What do you think about her mother’s “tough love” policy?
How would you react if you had to spend the night at a shelter as Carissa did?
What, if any, lasting effect do you think her “flipped” experience will have on her?
Crystal: says she’s used marijuana and Ecstasy.
Since Crystal was “in” on the “flipped” experience from the beginning, do you think she has really used marijuana or Ecstasy herself? Why,
or why not?
How do you think Crystal and her father are dealing with the drug overdose death of Caleb?
Do you think participating in the “flipped” experience helped them cope? If so, how? If not, why not?
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 17
TEST
Circle the letter for the correct answer to multiple choice questions. Write a short answer to questions that are not multiple choice.
1. Stephen says that he sells marijuana to finance his own use; what else does he say he’s done to get money for pot?
A) worked at the supermarket
B) shoplifted
C) delivered pizzas
2. What did the judge tell Stephen he would be charged with if the driver to whom he sold drugs died?
2nd degree murder
3. What did the other teens at the treatment center tell Stephen?
A) that he was “playing a blame game” and that his parents didn’t do anything to him; he’s doing it himself
B) that they had all had to learn to face the damage they had done to themselves and other people when they were using drugs
C) A and B
4. Carissa says she started using marijuana at the age of 12, began using it daily when she was 14, and now uses Ecstasy and acid in addition. This progression shows that marijuana was a (insert blank) for her.
A) harmless drug
B) recreational drug
C) gateway drug
5. Carissa’s mother treats her with “tough love” by (insert blank).
A) giving her random drug tests
B) evicting her if she’s using drugs
C) A and B
6. Kriss had said that he never worried about driving while under the influence of drugs. What did he say about his situation after the crash
left him paralyzed?
A) that it wasn’t as tough as he’d thought it would be
B) that it was his worst nightmare and he didn’t think he could survive the situation
C) that he would probably use more drugs now than before
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659
ANSWER KEY for page 18
TEST (CONTINUED)
7. How did Frankie, the young man Kriss met at the hospital, become paralyzed?
He said he became involved with drugs and with gangs, and was shot.
8. What did Frankie say about how his friends treat him now that he’s injured and not part of their everyday life?
A) They come around to visit all the time.
B) They pick him up and take him out partying.
C) They deserted him.
9. After they had heard Crystal and her dad talk about Caleb’s death, Stephen said he felt the “flipped” experience had shown them something about their drug use. What was that?
that they all had been lucky up to that point to not have any really serious consequences from their drug use, and that the “flipped” experience had shown them how easily everything could turn bad.
10. What did Carissa and Stephen each say about Carissa’s “death” and about Caleb dying?
that the experiences had really upset them and opened their eyes; that neither wanted to ever put their parents through the pain that Caleb’s
family had experienced.
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: The Reality of Drug Use • #2659