D.R.I.V.E. PROGRAM
(Drug Resistance Integrated Virtues Education) – Navigating the Road of Life
Elementary School Level (Grade 5) Overview
Revised Edition: 2013
D.R.I.V.E. (Drug Resistance Integrated Virtues Education) is a drug abuse prevention program developed
by Christ the Redeemer Catholic Schools. Founded on theological and moral principles of the Catholic
Faith, it emphasizes the need for good character to make sound, moral decisions. To be responsible,
one must practice the virtues of prudence (right judgment), temperance (self-control), justice (right
behaviour or treatment) and fortitude (moral courage).
The program is a two week unit of study which consists of ten, 30-45 minute lessons, facilitated by the
classroom teacher, and may include one or more guest speakers, including a law enforcement officer.
D.R.I.V.E . teaches topics that can be shared and built upon at home.
D.R.I.V.E. seeks to establish positive relations between teachers, parents and law enforcement to
educate students and support morally responsible decision making about drug use. It is anticipated
that this collaborative effort of school, home and community will empower young people to live the
gospel message of Jesus Christ more fully by making good choices and growing in virtue.
The Foundational Principles
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We are made in the image and likeness of God.
Our bodies are the temple of the Holy Spirit.
We have an obligation to use our rational minds to make sound judgments.
We have a moral responsibility to remain in control of our wills.
Weakening the will through excessive drinking or using mind-altering drugs is morally
irresponsible.
Program Overview
The metaphor of driving is chosen as the common thread throughout the lessons of the program.
Students will learn the knowledge, skills and attitudes needed to become responsible drivers on the
road of life.
The Rules of the Road
The integrity (the quality of being honest and having strong moral principles) of responsible drivers
depends on:
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Maintaining personal well being through responsible use of alcohol or drugs.
Exploring and using healthy alternatives to solve problems and meet needs rather than using
alcohol or mind altering drugs.
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Respecting the law regarding the use of drugs and waiting until legal age to consume alcohol.
Making it a goal to maintain sound judgment rather than becoming intoxicated.
Keeping safe by avoiding risks with drinking drivers.
The Driver
To be a responsible driver on the road of life one must practice:
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Prudence: making right judgments.
Temperance: maintaining self control.
Justice: right behaviour or treatment; the quality of being fair and reasonable; giving the
respect and duty owed to self and others.
Fortitude: being morally courageous.
Student Program
The following is a brief overview of the ten lesson student program. Each lesson is designed to maximize
student participation using an interactive workbook.
Lesson 1 – Vehicle Owner’s Manual. Introduction to D.R.I.V.E. – Navigating the Road of Life *(2
classes)
In the first lesson, time is spent getting acquainted, explaining the meaning of D.R.I.V.E. – Navigating the
Road of Life (including the four virtues), and outlining the expectations for the program – including the
final report which is about the importance of practicing the four virtues in order to make good choices
for a healthy, drug free life. Students will learn a moral decision making model, that they will use
throughout the program, and they will receive their student workbooks.
Lesson 2 – What’s the traffic like? What are drugs?
Students will learn a definition of drugs, reasons for using drugs, and that the reasons for using drugs
may be classified as medical (therapeutic) or non-medical (non-therapeutic). Students will also learn
that there are non-drug alternatives that may be used to treat minor medical problems.
Lesson 3 – Know the speed limits. The Use, Misuse, and Abuse of Drugs *(2 classes)
Students will learn that drugs can be used responsibly or irresponsibly. The first virtue of Prudence
(making right judgments) is introduced. They will learn to distinguish between prudent use, misuse and
abuse of drugs and be able to give consequences of misuse.
Lesson 4 – Keep your eyes on the road. Prudence: Fact and Fallacy – Basic Facts and Harmful Effects of
Commonly Used Drugs *(2 classes)
(This lesson could be presented by a law enforcement officer or a representative from Alberta Health
Services Addiction and Mental Health).
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Practicing prudence requires the ability to gather accurate information and be able to distinguish
between fact and fallacy. Students will learn some basic facts and harmful effects of alcohol, tobacco
and marijuana.
Lesson 5 – Keep in the “right” lane. What skills can I use to make good choices? Justice: Right
behaviour or treatment; the quality of being fair or reasonable; giving respect and duty owed to self
and others.
Now that the students know the facts, they will learn more about skills that they can use to make good
choices. The second virtue of Justice is introduced. Students will learn about the relationship between
justice and the choices made about drugs. (Practicing justice does not only mean avoiding behaviours
that are considered wrong or inappropriate but also acting in a way that helps enhance or improve the
common good).
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How would my poor choices about drugs negatively impact my family?
How would good choices have a positive impact on my family?
How would poor choices about drugs have a negative impact on the common good of the
school?
How do good choices about drugs contribute to the common good of the school?
Students will also identify the qualities of a good friend, and the rights and responsibilities that they
have in their relationships with others. The requirements for the final report will be discussed.
Lesson 6 – Drive defensively. What skills can I use to make good choices? Temperance: Maintaining
self-control.
The third virtue of Temperance is introduced. Students will learn that temperance is the ability to
practice self-control. Every individual has a will which gives him/her a choice of what he/she will do in
any given circumstance or situation. Students will learn the models of ‘Feel-Think-Act’ and ‘Feel-ActRegret’.
Lesson 7 - Applying the brakes. What skills can I use to make good choices? Fortitude: Being Morally
Courageous
The fourth virtue of Fortitude is introduced. Ways to build up fortitude will be explained. Students will
learn about peer pressure – both positive and negative – and how to respond to negative peer pressure
with refusal strategies.
Lesson 8 – How do I get my driver’s permit? Practicing
Students will be assigned scenarios and will practice all the skills that they have learned to make healthy
choices. Emphasis will be placed on how to stay out of and get out of risky situations in a positive
manner.
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Lesson 9 – Road report. Sharing
Students will share the reports that they have written with the class and/or present skills learned in the
form of skits, Power Point presentations, etc.
Lesson 10 – The Final Destination. Grad Celebration
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Lesson 1 – Vehicle Owner’s Manual. Introduction to D.R.I.V.E. – Navigating the Road of Life *(2
classes)
In the first lesson, time is spent getting acquainted, explaining the meaning of D.R.I.V.E. – Navigating the
Road of Life (including the four virtues), and outlining the expectations for the program – including the
final report which is about the importance of practicing the four virtues in order to make good choices
for a healthy, drug free life. Students will learn the Action-Motive-Circumstance Moral Decision
Making Model that they will use throughout the program, and they will receive their student
workbooks.
LEARNING OUTCOMES: Students will be able to:
1. Explain what the acronym D.R.I.V.E. stands for.
2. Understand the purpose of the D.R.I.V.E. Program.
3. Define a virtue as a good habit that helps one to do what is good. Briefly define each of the four
cardinal virtues – which are the foundation for all other virtues we can develop in our lives.
4. Explain the metaphor of ‘DRIVING’ - Navigating the Road of Life.
5. Understand the expectations of the program.
6. Understand the meaning of a moral decision and who teaches us the difference between right
and wrong.
7. Recognize that moral decisions have three parts: action, motive, and circumstance. All of these
must be good for the decision to be right.
8. Use the Action-Motive-Circumstance Moral Decision Making Model to make the right decisions
in various situations.
RESOURCES: Lesson 1 Action-Motive-Circumstance Moral Decision Making Model activity sheet.
BACKGROUND FOR TEACHER:
The acronym D.R.I.V.E. stands for Drug Resistance Integrated Virtues Education.
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Drug – A substance which has a physiological effect when ingested or otherwise introduced into
the body.
Resistance – The refusal to accept or comply with something; the attempt to prevent something
by action or argument.
Integrated - To make into a whole by bringing all parts together.
Virtues - A quality considered morally good or desirable in a person.
Education – The process of receiving or giving systematic instruction.
D.R.I.V.E. is a drug abuse prevention program which emphasizes the need for good character to make
sound, moral decisions. In order to make sound, moral decisions, one must practice the four cardinal
virtues of prudence, temperance, justice and fortitude.
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Prudence: making right judgments. Elements of prudence include knowledge of what is right
and wrong; ability to gather accurate information and doing the right thing.
Temperance: maintaining self-control.
Justice: right behaviour or treatment; the quality of being fair or reasonable; giving the respect
and duty owed to self and others.
Fortitude: being morally courageous. Elements of moral courage include the ability to do the
right thing in the present moment and the perseverance to keep going.
The metaphor of driving is chosen as the common thread throughout the lessons of the program.
Students will learn the knowledge, skills and attributes needed to become responsible drivers on the
road of life.
Over the course of the ten lessons, students will:
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learn a definition of drugs,
learn to practice prudence (making right judgments) - in order to distinguish between the use,
misuse and abuse of drugs, and learn the basic facts and harmful effects of commonly used
drugs,
learn to practice justice – in order to avoid behaviours that are considered wrong or
inappropriate and choose behaviours that help enhance or improve the common good,
learn to practice temperance - in order to maintain the self control that is required to make the
right choice in any given circumstance or situation, and
learn to practice fortitude - in order to deal with peer pressure in a morally courageous manner.
Students will also learn a moral decision making model which they can apply to situations that
they find themselves in and have the opportunity to practice the skills that they have learned to
help make healthy choices.
Decisions fall into two categories: personal preference and moral. Personal preference includes such
decisions as “Should I wear a blue or green shirt today?” These decisions depend on personal taste.
Moral decisions include decisions that affect the well being of the body, mind and soul of us and others.
God has given us the guidance we need to know right from wrong through his commandments and the
teachings of the Church. Parents and teachers play a major role in teaching right and wrong. These
decisions have three parts: the action itself, the motive, and the circumstance.
We use this Action-Motive-Circumstance Moral Decision Making Model to make the right decisions.
Questions to consider when thinking about the action – what you are going to do:
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Does it break any of the commandments?
Will it be disobeying my parents?
Is it legal?
Will I regret this after I have done or said it?
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Questions to consider when thinking about the motive – the reason you are doing something:
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Why am I doing this?
Is it selfish or generous?
Am I trying to be popular? Am I using someone to get what I want?
Is it harmful, hurtful, or helpful?
Questions to consider when thinking about the circumstance (situation) – overall situation, surrounding
factors:
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Would I do it if my parents were here?
Would I do it if Jesus were here?
The answers to all of these questions must be good for the decision to be right.
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Finally, students will write and present a brief report about the importance of being drug free,
practicing the four virtues, and using the moral decision making model, in order to make good
choices. The details of this report will be discussed in Lesson 5.
Students will receive their Student Workbooks.
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ACTIVITIES:
1.
Hand out the Student Workbooks and use an icebreaker activity to get acquainted. (See
Icebreakers www.lovewired.org or use the Lesson 1 Something about me that you would find
interesting is…Activity in the student workbook. This will help the students become more
familiar with each other so that they feel more comfortable when sharing.
Briefly introduce #2-6: (10 minutes)
2. Write D.R.I.V.E. on the whiteboard/smart board, the words Drug Resistance Integrated Virtues
Education and give a definition for each word. (Can they describe D.R.I.V.E. in their own
words?)
3.
Explain the purpose of the D.R.I.V.E. Program. (See Student Workbook). (Can they explain the
purpose of the program in their own words?)
4. Write the word virtue and the four cardinal virtues on the whiteboard/smart board. Tell the
students that they will be learning more about the virtues throughout the program. (See Student
Workbook).
5. Summarize by writing the metaphor of ‘DRIVING’ – Navigating the Road of Life on the
whiteboard/smart board and discuss the importance of participating in the D.R.I.V.E .Program.
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6. Outline the expectations of the program, including the completion of a final report (which will be
discussed in more detail in Lesson 5).
7. Introduce the Action-Motive-Circumstance Moral Decision Making Model and give an example.
Explain to the students that they will be using this model throughout the program.
 Put the headings Personal Preference and Moral Decisions on the whiteboard/smartboard and
give an example of each. Ask “Who teaches us the difference between right and wrong?” (God,
church, parents, teachers, etc.).
 Discuss the three components of moral decisions: the action, the motive and the circumstance.
 Use the Action-Motive-Circumstance Moral Decision Making Model to make the right decision
in the following example.(Refer to the questions given in the BACKGROUND FOR TEACHER):
You are shopping and see something you really want for $50. Over lunch, you and your friend
find a wallet that someone has left on a table in the food court, and it has two fifty dollar bills
inside. The person’s I.D. is inside. What should you do?
a) Take $50 out of the wallet, leave it where you found it and go buy what you want.
b) Turn the wallet into mall security with the two fifty dollar bills in it.
c) Take the two fifty dollar bills and throw the wallet in the garbage.
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Have students read each situation on Lesson 1 Moral Decision Making Model – Action-MotiveCircumstance activity sheet in student workbooks. Identify the action, motive and circumstance
and decide if this is the right or wrong decision. (All of these must be good for the decision to
be right). Discuss the responses as a class.
8. Close with a quick review of concepts learned.
9. Tell the students that in Lesson 2, they will be learning more about drugs.
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Lesson 1
Name: _____________________________
Moral Decision Making Model – Action-Motive-Circumstance
Identify the action, motive and circumstance for each situation.
Then decide if the situation is right or wrong.
Story
Action
Motive
Circumstance
Right/Wrong
We are having a birthday
party for my brother. I
wanted to please my brother
by getting him a cool gift. I
was broke so I shoplifted to
get him a present.
I am in grade five this year.
Susan is really popular. We
don’t have much in common
but I’m going to make friends
with her so I can be in the
popular group.
On television I see lots of
people having a beer to be
sociable. I want to be
sociable with my friends.
We’re at Bob’s house but his
parents aren’t home so we’re
going to have a beer.
It’s Friday night. Mom hasn’t
been feeling well all week. I
think I’ll do the dishes to help
out.
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Lesson 2 – What’s the traffic like? What are drugs?
Students will learn a definition of drugs, reasons for using drugs, and that the reasons for using drugs
may be classified as medical (therapeutic) or non-medical (non-therapeutic). Students will also learn
that there are non-drug alternatives that may be used to treat minor medical problems.
LEARNING OUTCOMES: The students will be able to:
1. Define a drug as a substance, other than food, which is taken to change the way the body or
mind functions.
2. Identify four main reasons for using drugs.
3. Classify reasons for using drugs as medical (therapeutic) or non-medical (non-therapeutic).
4. Name non-drug alternatives that may be used to treat minor medical problems.
RESOURCES: Lesson 2 Alternatives: Is a Drug Really Necessary? activity sheet and Teacher Answer Key.
BACKGROUND FOR TEACHER:
Definition of drugs: A drug is a substance, other than food, which is taken to change the way the body
or mind functions.
Drugs are used for four reasons:
1.
2.
3.
4.
To prevent diseases
To fight diseases
To help the body function
To change the way one feels
Drugs may be taken for medical reasons (therapeutic). If there is no medical reason for using a drug, it is
being used for non-therapeutic reasons.
It is wrong to disrupt the normal functioning of a healthy mind and body. The drugs most commonly
used for this purpose (non-therapeutic reasons) are alcohol, tobacco and marijuana.
There are good, non-drug alternatives that may be used to treat minor medical problems.
ACTIVITIES:
1. Use an icebreaker activity to start (if time permits).
2. Write Drugs and Reasons for Taking Drugs on the whiteboard/smart board. Have students
brainstorm a definition for the word drug and reasons why people take drugs. Classify the
reasons into medical and non-medical.
Discuss why it is wrong to use drugs for non-medical reasons.
Students take note of the actual definition for the word drug, four main reasons for taking
drugs, and reasons for using drugs as either medical/non-medical, in their student
workbooks.
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3. Introduce the concept of using non-drug alternatives to treat minor medical problems and
have the students complete the Lesson 2 Alternatives: Is a Drug Really Necessary? activity
sheet individually. Discuss the responses as a class.
4. Close with a quick review of concepts learned.
5. Tell the students that in Lesson 3, they will learn that drugs can be used responsibly or
irresponsibly.
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Lesson 2
Name: _____________________________
Alternatives: Is A Drug Really Necessary?
Directions:
1. In Column A, name an over-the-counter or non-prescription drug that is available for each of the
conditions.
2. In Column B, name something that could be done instead of taking a drug.
3. In Column C, name another alternative.
Condition
A
B
C
Non-prescription Drug
Alternative #1
Another Alternative #2
To fall asleep
For a headache
For a fever
For an upset stomach
For travel sickness
For a cold
For a toothache
For mosquito bites
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Lesson 2
Answer Sheet
Alternatives: Is A Drug Really Necessary?
Suggested answers:
1. To fall asleep
1.1. Non-prescription drugs - Nytol™, Sleep-eze™, Sominex™Sedicin™
1.2. Alternatives – drink hot milk, listen to soothing music, read a book
2. For a headache
2.1. Non-prescription drugs – Anacin™, Excedrin™, Panadol™, Tylenol™, Aspirin™,
Tempra™, Bufferin™
2.2. Alternatives – try to relax, take a nap, massage your head and neck, get away from
the cause of the headache, e.g. get out of the sun, get away from the noise
3. For a fever
3.1. Non-prescription drugs – Anacin™, Excedrin™, Panadol™, Tylenol™, Aspirin™,
Tempra™, Bufferin™
3.2. Alternatives – stay in bed and rest, keep warm, take cool baths, drink water
4. For an upset stomach
4.1. Non-prescription drugs –Pepto-Bismol™, Maalox™, Eno™, Tumms™, Diavol™,
Mylanta™
4.2. Alternatives – lie down for a while, sip ginger ale
5. For travel sickness
5.1. Non-prescription drugs –Gravol™, Travel Tabs™
5.2. Alternatives – sit in the front seat, focus your eyes at the scenery ahead
6. For A cold
6.1. Non-prescription drugs: Actifed™, Dristan™, Benylin™, Contac C™, Dimetapp™,
Triaminic™
6.2. Alternatives: rest until you are better, take steamy baths, use a vaporizer, drink water
7. For a toothache
7.1. Non-prescription drugs: Orajel™, Ambesol™
7.2. Alternatives: see a dentist, practice good dental hygiene
8. For mosquito bites
8.1. Non-prescription drugs: Solarcaine™, Calamine lotion™
8.2. Alternatives: try not to scratch, apply baking soda paste, apply wrapped ice cube
Adapted from Sense & Nonsense
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Lesson 3 – Know the speed limits. The Use, Misuse, and Abuse of Drugs *(2 classes)
Students will learn that drugs can be used responsibly or irresponsibly. The first virtue of Prudence
(making right judgments) is introduced. They will learn to distinguish between prudent use, misuse, and
abuse of drugs and be able to give consequences of misuse.
LEARNING OUTCOMES: The students will be able to:
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Explain that drugs can be used responsibly or irresponsibly.
Define prudent use as correct, proper or the right way to use something and imprudent use as
the wrong or incorrect use of something.
Explain the differences between the terms use and misuse. When does misuse become abuse?
Distinguish between prudent use, misuse, and abuse of drugs in given situations and be able to
give consequences of misuse.
RESOURCES: Lesson 3 Know The Speed Limits. “The use, misuse, and abuse of drugs.”
Lesson 3 Prudent/Imprudent Use activity sheets.
BACKGROUND FOR TEACHER:
Drugs can be used responsibly or irresponsibly. Responsible use, or prudent use, can be defined as
correct, proper or the right way to use something. Irresponsible use, or imprudent use, can be defined
as the wrong or incorrect use of something.
Our body and its systems are made to function in a certain way. Likewise our mind is meant to be able
to perceive reality and make good choices. Prudent use of drugs would be for medical reasons to
restore bodily health.
Imprudent use of drugs could involve an inappropriate amount, reason or time/place which could
disrupt normal bodily function or our ability to make good decisions.
Misuse of drugs becomes abuse when continued misuse leads to damaging something in such a way
that it can no longer be used for its intended purpose. Abuse of drugs can lead to damage of the
functioning of our body and/or our mind. But drug abuse is more than that. It is using drugs in
circumstances likely to endanger the safety, health, or future of oneself or others. The most commonly
abused drugs are those that change how a person feels, acts or thinks. These include alcohol, tobacco
and marijuana.
ACTIVITIES:
1. Use an icebreaker to start (if time permits).
2. Introduce this lesson by explaining that drugs can be used responsibly or irresponsibly.
Responsible use, or prudent use, can be defined as correct, proper or the right way to use
something. Irresponsible use, or imprudent use, could be defined as the wrong or incorrect use
of something.
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3.
Using the Lesson 3 Know the Speed Limits “The use, misuse, and abuse of drugs.” sheet in the
student workbook, determine if Situation A below is an example of Prudent Use or Imprudent
Use?
 If there is something wrong with this situation: Was it an imprudent amount? Imprudent
reason? Imprudent time? Imprudent place?
 What might be a consequence?
Situation A: Matt’s mom has had a really bad cold, but has a deadline to meet at work and needs to
drive him to his hockey game right after school. She only has nighttime cold medicine at home – the
drowsy type – but decides that she will try to make it through the day and take one capsule just before
she picks up Matt. She really isn’t feeling well after work, so decides to take two capsules instead.
4. Have the students complete the Lesson 3 Prudent/Imprudent Use activity sheet in pairs by
answering the questions above. If time permits, each pair of students can come up with an
example of a situation that illustrates prudent or imprudent use of drugs. Discuss each situation
with the class.
5. Close with a quick review of concepts learned.
6. Tell the students that in Lesson 4, they will learn the basic facts and harmful effects of
commonly used drugs.
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Lesson 3
Know The Speed Limits - Prudence
“The use, misuse, and abuse of drugs.”
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

Use
Prudent
Correct, proper, right
way to use
Appropriate amount
Valid reason
Appropriate time and
place
Maintain clear
judgment
Restores bodily health
Responsible
Retain ability to make
good choices
Considers safety and
future of self and
others.


Amount
Reason
Time
Place
Judgment
Choices
Safety and future

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



Misuse/Abuse
Imprudent
Incorrect, improper,
wrong way to use
Inappropriate or
excessive amount
Invalid or immoral reason
Inappropriate time and
place (i.e. illegal)
Impairs judgment
Disrupts normal bodily
function
Irresponsible
Hinders ability to make
good choices
Threatens safety and
future of self and others.
Situation A: Matt’s mom has had a really bad cold, but has a deadline to meet at work and
needs to drive him to his hockey game right after school. She only has nighttime cold medicine
at home – the drowsy type – but decides that she will try to make it through the day and take
one capsule just before she picks up Matt. She really isn’t feeling well after work, so decides to
take two capsules instead.
7. Is this an example of prudent use or imprudent use?________________________________
8. If there is something wrong with this situation: Was it an imprudent amount? Imprudent
reason? Imprudent time? Imprudent place?
__________________________________________________________________________
9. What might be a consequence?
__________________________________________________________________________
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Lesson 3
Prudent/Imprudent Use
Classify each situation below as being an example of Prudent Use or Imprudent
Use. If the situation is an example of Imprudent Use, answer these questions:
Was it an imprudent time? Imprudent place? Imprudent amount? Imprudent
reason? What might be a consequence?
1.
David’s parents told him never to take medication without checking with them. His
parents were out shopping. David had a headache. He knew where his mother and
father kept some pills that they took when they had headaches, so he took two of the
pills.
2.
The doctor gave Jamie some medicine for his sore throat. He followed the directions just
as the doctor told him to.
3.
Terry felt bored so she decided to have something to eat. Before she realized it, she had
eaten five chocolate bars.
4.
Some older students tried to get Jeff to try some beer at a baseball game, but Jeff said no
to them every time.
5.
Sally found a pack of cigarettes on the way home from school. She decided to smoke one
to see what it was like.
6.
Lisa decided she has outgrown milk. She began drinking two cans of coke at breakfast
and another can at lunchtime.
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Lesson 4:
*This lesson could be presented by a law enforcement officer or a representative from Alberta Health
Services Addiction and Mental Health.
Keep your eyes on the road. Prudence: Fact and Fallacy – Basic Facts and Harmful Effects of
Commonly Used Drugs *(2 classes)
Practicing prudence requires the ability to gather accurate information and be able to distinguish
between fact and fallacy. Students will learn some basic facts and harmful effects of alcohol, tobacco
and marijuana.
LEARNING OUTCOMES: The students will be able to:



Know that some of the elements of prudence include the ability to gather accurate information
and understand the difference between a fact and a fallacy.
Identify some of the facts and fallacies of commonly used drugs – alcohol, tobacco and
marijuana.
Learn how the media influences young people to use drugs through advertising.
RESOURCES: Lesson 4 ‘Facts and Fallacies’ (Student Self-Test) and Teacher ‘Facts and Fallacies’ Answer
Key.
Quick Facts Sheets – Alcohol, Tobacco and Marijuana.
BACKGROUND FOR TEACHER:
Practicing prudence, the ability to make right judgments, requires us to gather accurate information. In
order to do this we must be able to distinguish between fact and fallacy. A fact is something that is true
and based on verifiable reality and experience. A fallacy is a belief that is commonly known and held by
many people even though it is not true. There are many fallacies about drugs which are potentially
dangerous as people may make decisions about drugs based on false information. Drugs do have an
effect on your body and/or mind. Once a drug is in your system, you have no way to control its effects
on you.
ACTIVITIES:
1. Start with an icebreaker activity (if time permits).
2. Emphasize the importance of having accurate information when it comes to drugs because
some consequences may impact you for your whole life.
3. Review the definition of prudence in the student workbooks.
4. Define and give examples of fact and fallacy in the student workbooks. State that because of
the potential risks involved using drugs, it is important to know the difference between fact
and fallacy.
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5.
Explain that everyone is going to take a brief self-test about drugs to see how much they
already know. Distribute Lesson 4 Facts and Fallacies sheets, read each statement aloud and
have students circle an answer. Allow students to keep their own sheets and explain
responses.
6. Quick Facts activity – Expert Jigsaw format –
 Divide the students into groups of three. Number the students in each group #1, #2,
and #3.
 Have all the “1’s sit together, all the “2’s etc.
 Give each group number a different Quick Facts Sheet about a drug – #1 alcohol, #2
tobacco and #3 marijuana. Each student has 10 minutes to read the material and
become an ‘expert’ at the information.
 The students return to their original groups and teach what they know to the rest of the
group.
 After group discussion, each group comes up with the 4 most important ideas that they
learned. One student, from each group, shares these with the whole class.
7. Discuss how media influences young people to use drugs through advertising. (Show
examples of ads that make the use of tobacco and alcohol seem attractive, cool and grown
up).
8. Close with a quick review of concepts learned.
9.
Tell the students that in Lesson 5, they will learn about practicing the virtue of Justice to help
them make good choices.
Page 20 of 45
Lesson 4 “FACTS AND FALLACIES”
Name:___________________
Read each statement carefully. Circle the word FACT beside those statements that
you think are TRUE. Circle the word FALLACY beside those statements that you
think are
FALSE. If there are some words you don’t understand, still circle FACT or FALLACY
based on what you think the answer might be.
FACT
FALLACY
1. Prescription drugs are like other drugs in that they have side
effects that can be harmful or uncomfortable.
FACT
FALLACY
2. Black coffee and cold showers help to SOBER up someone
who has had too much alcohol to drink.
FACT
FALLACY
3. Caffeine is a drug.
FACT
FALLACY
4. Cigarette smoking is harmful only if the smoke is INHALED
into the lungs.
FACT
FALLACY
5. Valium, a tranquilizer, is effective in calming stress and is
not addictive.
FACT
FALLACY
6. Alcohol is a drug.
FACT
FALLACY
7. Both a person’s body and mind can become DEPENDENT on
drugs.
FACT
FALLACY
8. Tobacco smoke is only harmful to the person who is smoking.
FACT
FALLACY
9. Caffeine is found in tea, hot chocolate and cola soft drinks.
FACT
FALLACY
10. Alcohol is a STIMULANT drug.
FACT
FALLACY
11. Smoking only two or three cigarettes a day will not affect the
body.
FACT
FALLACY
12. Mixing prescription drugs with alcohol or other drugs is
acceptable.
FACT
FALLACY
13. Nicotine is the only harmful substance in cigarettes.
FACT
FALLACY
14. Nicotine is a stimulant drug.
FACT
FALLACY
15. Smoking cigarettes causes harm only to the lungs.
FACT
FALLACY
16. Gravol is a drug that can only be purchased by request
from the pharmacist.
FACT
FALLACY
17. Tylenol #3 is stronger because of the codeine added to the
Tylenol.
FACT
FALLACY
18. All drugs have the same potential or ability for creating
dependency.
FACT
FALLACY
19. Nicotine is a very poisonous substance.
Page 21 of 45
FACT
FALLACY
20. Taking too much aspirin can cause bleeding of the stomach.
Lesson 4
“Facts and Fallacies” Answer Key
1. Fact – All drugs have side effects. A drug is taken for a specific reason, other effects
are known as side effects. For example, codeine may be prescribed as a pain reducer.
The side effect is drowsiness and sleep.
2. Fallacy – (Sober) – the opposite of being drunk. Nothing can speed up the sobering
process because the body metabolizes alcohol at a fixed rate. Coffee and cold showers
may keep a drunken person awake, but they will not improve judgment or sharpen
reaction time.
3. Fact – Caffeine is probably the world’s most popular drug. It can be found in such
products as coffee, tea cola drinks, and chocolate. Due to the way caffeine acts on the
central nervous system; it is classified as a stimulant.
4. Fallacy – Inhaled (to breathe in) Even if tobacco smoke is not inhaled, it affects the
areas it touches. The high temperature of the smoke is damaging to the tissues of the
mouth, throat and nasal passages. Smoke may be dissolved in the saliva and swallowed.
There is a direct relationship between cancers of the mouth, throat and stomach and
smoking.
5. Fallacy – although taken to calm nerves, Valium is highly addicting. Many
prescription drugs are addicting.
6. Fact – Although alcohol is sometimes referred to as a food because of its caloric
content and because it is used as a beverage with meals, it is more appropriately
classified as a drug.
7. Fact – Dependence implies that a person is unable to get along or does not feel right
without using a certain drug. The use of some drugs, such as nicotine, can create a
physical dependence; the use of other drugs, such as caffeine, can create a
psychological dependence.
8. Fallacy – Although smoking is a personal choice, it can affect more than just the
person who is smoking. Smoking during pregnancy affects the unborn child. In addition,
a smoke-polluted environment can be extremely irritating to others and it may have
adverse effects for allergic persons, for children, and for those with heart or lung
diseases.
9. Fact – Tea contains 21 – 50 mg of caffeine per 150 ml, the difference being
dependent on the type of tea and length of brewing. Hot chocolate 10 – 15 mg of
caffeine per 150 ml, and coffee 60 – 125 mg per 150 ml.
Page 22 of 45
10. Fallacy – Alcohol is a depressant. Alcohol’s first effect on the brain is to slow down
the area that controls judgment and thought releasing the drinker’s inhibitions.
Continued drinking slows down the brain area that controls muscular co-ordination.
11. Fallacy – Just one cigarette speeds up the heartbeat, increases blood pressure and
upsets the flow of blood and air in the lungs. A few puffs also slow down the cilia inside
the lungs; these are the tiny hair like structures like brooms, which seep out germs,
mucus and dirt.
12. Fallacy – Mixing any drugs is very risky. It is often hard to know what new effects
may result from mixing different drugs.
13. Fallacy – There are hundreds of chemical substances in cigarette smoke. Nicotine,
tars and carbon monoxide are the three most dangerous substances. Nicotine is a
stimulant. Tars, some of which form a brown sticky mass containing chemicals. Carbon
monoxide drives oxygen out of the red blood cells.
14. Fact – Some people believe that nicotine relaxes them; therefore, must be a
depressant. This is not true, since nicotine stimulates the heart and central nervous
system just seconds after lighting up a cigarette. Nicotine also stimulates the nervous
system in such a way that slight hand shaking due to muscle tremors may be observed
in smokers.
15. Fallacy – In addition to diseases of the lungs, such as lung cancer, chronic bronchitis
and emphysema, there are other dangers associated with cigarette smoking. Smokeless
tobacco has been linked to cancers of the mouth. Smoking in combination with drinking
alcoholic beverages has been definitely linked to cancers of the throat and mouth.
16. Fact – some people were using too much gravol, so to make it more difficult to
purchase it was moved to behind the counter. Now it can be purchased only by request.
17. Fact – Codeine is part of the opium family and is effective in reducing pain. Side
effects include drowsiness and even possibly falling asleep.
18. Fallacy – Some are more addicting than others. Nicotine is considered one of the
most highly addicting.
19. Fact – There is enough nicotine in a pack of cigarettes to kill a healthy adult if the
drug were taken out of tobacco and injected into the bloodstream. Nicotine is a poison
as well as a drug. Two or three drops of pure nicotine from the tobacco plant will rapidly
kill an adult. Young children have become ill and even died from accidentally eating
cigarettes.
20. Fact – Aspirin is hard on the tissue lining of the stomach.
Page 23 of 45
Lesson 4
Quick Facts About Alcohol
Alcohol is a beverage made by fermenting or distilling grains and fruits.
1. Alcohol slows down the brain and body which may result in:
 Loss of coordination
 Slowed reflexes
 Loss of self-control
 Poor judgment
 Memory lapses
 Slurred speech
2. Too much alcohol can slow down the body and lead to a coma and/or death.
3. Alcohol goes directly into your bloodstream and can increase your risk for a variety of
diseases.
4. Alcohol can damage every organ in your body.
5. If you are with others who are drinking, this can increase your risk of injury, car crashes
and violence.
6. Alcohol is illegal to anyone under the age of 18 in Alberta.
7. Teen bodies are still growing; therefore alcohol affects them more severely.
8. Alcohol is a depressant ‘drug’. It slows down parts of your brain that effect your
thinking, behaviour, breathing and heart rate.
9. Most teens don’t drink alcohol.
10. Mixing alcohol with medicine is dangerous.
11. A regular bottle of beer, a glass of wine and a standard serving of hard liquor all contain
the same amount of alcohol and act the same in your body.
Page 24 of 45
Quick Facts About Tobacco
Tobacco is a preparation of the nicotine-rich leaves of a plant, which are cured by a process of
drying and fermentation for smoking or chewing.
1.
2.
3.
4.
Smoking causes breathing problems.
Smokers have more colds and upper respiratory problems.
Smoking causes heart disease.
Smoking is the #1 cause of lung cancer. It is also a leading cause of cancer of the mouth,
throat, bladder and kidneys. Smokeless tobacco can cause cancer, tooth loss, and other
health problems.
5. Tobacco affects your body’s development which is important to know because your
body is still growing and changing.
6. There are more than 200 known poisons in cigarette smoke.
7. Cigarettes contain nicotine which is a highly addictive substance.
8. Smoking is the leading preventable cause of death in Canada. More than 45,000 people
die in Canada annually due to smoking. Most of them began using tobacco before the
age of 18.
9. It is illegal to sell cigarettes to anyone under the age of 18 in Canada.
10. The poisons in cigarettes can affect your appearance. Smoking can:
 dry out your skin and cause wrinkles.
 yellow your teeth and fingers, and gives you bad breath.
 make your clothes and hair smell.
11. Smoking causes shortness of breath and dizziness, and chewing tobacco causes
dehydration. It can be hard to play sports if you use tobacco.
12. Smoking puts the health of your friends and family at risk.
13. Every year, more than 300 nonsmokers will die of lung cancer and at least 700 will die of
heart disease caused by exposure to second hand smoke in Canada.
Page 25 of 45
Quick Facts About Marijuana
Marijuana, hashish and hashish oil are obtained from a plant called Cannabis sativa. It is a mind
altering drug which can alter perceptions, moods and sensations.
1. Smoking marijuana causes breathing problems.
2. Marijuana users have more colds and upper respiratory problems.
3. Marijuana affects your brain and body which may result in:
 Short term memory loss.
 Loss of the ability to concentrate.
 Loss of coordination and slower reflexes.
 Less ability to judge distance, speed and reaction time which are important when
playing sports or riding a bike.
4. Marijuana can be addictive.
5. Marijuana contains more than 400 chemicals including some of the same cancer causing
substances found in tobacco.
6. There is more tar in marijuana smoke than in tobacco smoke.
7. Marijuana users have an increased risk of cancer.
8. Marijuana is illegal in Canada.
9. Cannabis, another name for marijuana, slows reaction time, impairs motor coordination
and concentration.
- www.dare.org
Page 26 of 45
Lesson 4 Teacher Resource
Quick Facts About Alcohol
What is alcohol?
 Alcohol is a beverage made by fermenting or distilling grains and fruit. A glass of wine, a
bottle of regular beer and a standard “shot” (1.5 ounces) of hard liquor all have the same
amount of alcohol (or ethanol), and act the same in your body.
What happens to alcohol in the body?
 Alcohol is absorbed partially through the stomach and mainly through the intestine into the
bloodstream. Once there, alcohol is carried to all parts of the body, reaching the brain
almost immediately. It freely crosses the placenta between a pregnant woman and her
baby. This affects the development of the baby. No safe limit of alcohol consumption by a
pregnant woman has yet been established.
 The alcohol continues to circulate in the bloodstream until it is broken down by the liver,
and leaves the body through breath, sweat and urine. The liver breaks down alcohol at a
constant rate. It takes between one and two hours for an adult to metabolize a standard
drink.
What are the immediate effects of drinking alcohol?
 The short-term effects of drinking depend on how much alcohol is in the bloodstream. The
amount of alcohol in the blood is called the blood alcohol concentration. (BAC). BAC
depends on many factors, including how much and how quickly alcohol is consumed, the
drinker’s size and gender, and whether there is food in the stomach or not.
 At a BAC of .04 most people begin to feel relaxed, happy, and less self-controlled. Although
small amounts of alcohol produce feelings of relaxation and well-being, the drinker’s mood
and environment can greatly affect their emotional response. Alcohol can also deepen
feelings of depression and anger. Even though alcohol is a central nervous system
depressant, early effects of drinking may include increased activity and decreased
inhibition. These effects result from a depression of brain centers that control behaviour.
Even at low BAC’s reaction times, dexterity and perception of distance and pain can be
impaired.
 At a BAC of .06 judgment is impaired and people are less able to make rational decisions
about their capabilities. Slurred speech and coordination can occur. Emotions may be
exaggerated. A criminal charge can be laid if someone with a BAC of .06 is driving in an
impaired manner. Operating machinery can be dangerous. At .08, drinkers have greater
perception, judgment and coordination problems. They are legally impaired and may not
operate motor vehicles.
 At a BAC of .10, judgment and coordination, reaction time and memory are even more
impaired. By .30 loss of consciousness may occur, and above .40, breathing may stop and
death can result.
What is the legal drinking age across Canada?

In Alberta, Manitoba and Quebec the legal drinking age is 18 years. In all other Canadian provinces
and territories, the legal drinking age is 19.
Page 27 of 45
Quick Facts about Tobacco
What is in a cigarette?
 The smoke produced when tobacco is burned contains over 4000 different chemicals, 50 of
which are cancer producing agents called carcinogens.
 Carbon monoxide absorbed from smoking a single cigarette stays in the bloodstream for up
to six hours. This forces the heart to work harder trying to supply the body with enough
oxygen.
 Nicotine is one of the principle ingredients in tobacco and is classified as a drug. It is a
stimulant which causes the heartbeat and blood pressure to increase. Nicotine is a highly
addictive drug; withdrawal symptoms are a major reason it is so difficult to quit smoking.
 Tar consists of the solid particles from cigarette smoke. It interferes with the normal
exchange of oxygen and carbon dioxide in the lungs, and contributes to shortness of breath.
Continued exposure to tar increases the risk of developing lung cancer.
 Light cigarettes deliver as much tar, nicotine and carbon monoxide as regular cigarettes,
much more than manufacturers claim. Recent evidence reveals that there is no difference
in the risk of heart disease from smoking light or regular cigarettes.
What are the short term effects of smoking tobacco?
 Smoking tobacco produces feelings of pleasure, stimulation and relaxation. It causes
increased heartbeat, blood pressure and blood sugar.
 New users can experience dry, irritated throat, coughing and dizziness.
 Inhaled smoke irritates the air tubes and air sacs. Harmful chemicals enter the blood
stream through the lungs.
What are the long-term effects of smoking?
 Smoking causes cancers of the lung, throat, stomach, bladder, kidney and pancreas. It is
estimated that 30% of all cancers, and 85% of lung cancers results from cigarette smoking.
 Nicotine is a highly addictive drug. Heavy smokers have great difficulty stopping use.
Withdrawal symptoms include irritability, thinking and attention problems, sleep
disturbance and increased appetite.
 Individuals who begin smoking when they are teens, especially very young teens, tend to be
more dependent than persons who start smoking after age 20.
What is passive or involuntary smoking?
 Passive or involuntary smoking occurs when non-smokers are exposed to environmental
tobacco smoke. Passive smoking increases the risk of developing lung cancer and heart
disease in non-smokers.
Page 28 of 45
Quick Facts about Caffeine
What is caffeine?
 In its pure form, caffeine is a white, crystalline powder. It is found in coffee beans, tea
leaves, cocoa leaves and kola nuts. It is one of the most widely used drugs in the world.
How much caffeine do various products contain?
 Depending on the strength, a cup of percolated or brewed coffee contains between 40 and
180 mg of caffeine. Instant coffee ranges from 30 to 100 mg of caffeine per cup.
 Again depending on strength, a cup of tea contains between 10 and 90 mg of caffeine.
 Most cola drinks contain 30 to 40 mg (per 10 oz. Can) of caffeine.
 A typical chocolate bar contains 20 to 25 mg of caffeine.
 Coffee-flavoured ice cream or yogurt contains as little as 5 mg and as much as 100 mg of
caffeine per serving.
 Stay-awake pills contain 100 –250 mg of caffeine.
 The amount in headache and cold medicines varies; the amount is indicated on the product
label.
 Over-the- counter medications containing caffeine include: Anacin, Instantine, Tylenol #1,
Excerin, 222s, Atasol-8, Dristan.
What are the short-term effects of caffeine use?
 Caffeine is a stimulant. Short term effects include mild mood elevation, increased sensory
awareness and alertness, and postponement of drowsiness.
 Other effects include increased blood pressure, metabolic rate, urination, and body
temperature, shortened sleep; decreased appetite; constriction of cerebral blood vessels;
and stimulation of cardiac muscles and respiration.
How much caffeine is too much?
 Daily use in low doses of up to 300 mg (about three to four cups of coffee) in otherwise
healthy adults does not appear to produce negative effects.
 High doses of 600 mg or more (the equivalent of six to eight cups of coffee) can produce:
chronic insomnia, anxiety, depression, gastrointestinal irritation and rapid irregular
heartbeat. Some people experience these unpleasant effects at lower doses.
 Caffeine has been shown to affect the body’s calcium balance, reducing bone density and
increasing the risk of osteoporosis.
 Although caffeine has not been proven to cause birth defects, pregnant women are advised
to consume as little as possible.
Page 29 of 45
Quick Facts About Marijuana
What is marijuana?
 Marijuana, hashish and hashish oil are obtained from a plant called Cannabis sativa. The
major active chemical ingredient in marijuana is THC (delta-9-tetrahydrocannabinol).
 Marijuana is a mind-altering drug. It can alter perceptions, moods and sensations.
What are the short-term effects of marijuana use?
 The three major areas of functioning that are affected by marijuana use are the central
nervous system, the cardiovascular system and the psychological functioning.
 Effects on the nervous system include: impairment of intellectual functioning, short-term
memory and learning ability.
 Physical coordination and the performance of complex visual tasks also become impaired.
In amounts commonly used, marijuana can impair a person’s ability to engage in activities
such as driving a car, operating machinery or fling a plane. When used together other drugs
like alcohol, greater impairment occurs.
 Effects on the cardiovascular system include increased heart rate and changes in blood
pressure.
 Effects on psychological functioning include feelings that range from well-being and
exhilaration to anxiety and fear. In some cases, panic and disorientation.
What are the long-term effects of marijuana use?
 Long-term effects of marijuana are still under investigation.
 Marijuana smoke contains many of the same irritants that are found in tobacco smoke. As
with tobacco, smoking marijuana over the long term will damage the lungs.
 Both psychological and physical dependence can occur with regular use.
 Habitual use can also cause or worsen symptoms of mental illness or emotional problems.
 Chronic, heavy use may lead to decreased motivation and interest as well as difficulties with
memory and concentration. In turn, this results in a decline in work performance noticed in
adults, and in adolescents as lowered educational achievement.
What is the law in Canada concerning marijuana?
 Under Canada’s Controlled Drugs and Substances Act, possession, production, trafficking,
importing and exporting of cannabis can result in fines and/or prison sentences up to life
imprisonment. Conviction results in a criminal record.
Page 30 of 45
Lesson 5: Keep in the “right” lane. What skills can I use to make good choices? Justice: Right
behaviour or treatment; the quality of being fair and reasonable; giving the respect and duty owed to
self and others.
Now that the students know the facts, they will learn more about the skills that they can use to make
good choices. The second virtue of Justice is introduced.
Students will learn about the relationship between justice and the choices made about drugs.
(Practicing justice does not only mean avoiding behaviours that are considered wrong or inappropriate
but also acting in a way that helps enhance or improve the common good).




How would my poor choices about drugs negatively impact me?
How would good choices have a positive impact on me?
How would poor choices about drugs have a negative impact on the common good of my
friends/family?
How do good choices about drugs contribute to the common good of my friends/family?
Students will also identify the qualities of a good friend, and the rights and responsibilities that they
have in their relationships with others. The requirements for the final report will be discussed.
LEARNING OUTCOMES: The students will be able to:




Define the virtue of justice and give an example of how rules are established for the common
good – (not only for us but for everyone).
Explain how practicing the virtue of justice does not only mean avoiding behaviours that are
considered wrong or inappropriate, but also acting in a way that helps to enhance or improve
the common good.
Identify the qualities of a good friend, and the rights and responsibilities that they have in their
relationships with others.
Understand the requirements of the final report.
RESOURCES:

5 rewards for icebreaker activity. Oven mitts, rope, blindfold.
BACKGROUND FOR TEACHER:
The virtue of justice refers to the right decision or behaviour; the quality of being fair and reasonable;
giving the respect and duty owed to self, others and God. Rules teach us what the right behaviour is.
We have a responsibility to follow the rules and choose the right behaviour, not only for ourselves but
for everyone. What is good for everyone is called the common good. Practicing the virtue of justice
does not only mean avoiding behaviours that are considered wrong or inappropriate, but also acting in a
way that helps to enhance or improve the common good.
Page 31 of 45
Good friends exhibit certain qualities, and there are rights and responsibilities that we have in our
relationships with others that help enhance or improve the common good. God is the ultimate
authority because he created us and knows what we need for our own good and the good of everyone.
We have a duty (obligation) to obey His laws and the teachings of His Church, as that is what is good for
us and everyone.
Students will be writing and presenting a brief report about the importance of being drug free,
practicing the four virtues, and using the moral decision making model to make good choices.
In this lesson the following format and details of the report will be discussed:
Format for Final Report
Introduction: What knowledge and skills have you learned in DRIVE to help you make healthy
choices?
Middle Paragraph: Give details about what you have learned and why it’s important. What
impact did it have on you?
Conclusion: Summarize the skills you have learned.
The report is to be completed as a homework assignment and presented during Lesson 9. The report
may be read orally, or the skills learned may be presented in the form of a skit, power point, etc.
ACTIVITIES:
1. Introduce the virtue of Justice using the following icebreaker activity.
 Ask for five volunteers. Tell them that they are all going to be asked to complete the identical
task. Everyone who can complete the task in the allotted time will get a reward.
 Describe the task – they are to write their name and phone number on the whiteboard in 30
seconds.
 Before you give the signal to go, one person is given a pair of oven mitts to wear, one person has
his hands tied behind his back, one person is blindfolded and another person is told he is to go
out the door and down to the end of the hallway before you start.
 One person is not put at a disadvantage in any way.
 Everyone (except the person down the hall) starts from his desk.
 Say ‘Go’ and let everyone try to complete the task.
 Debrief the icebreaker with the following questions: How did you feel when the task was
assigned? Was everyone treated in a ‘just or fair’ manner? How did it feel when you were put
at a disadvantage and one person wasn’t? Lead students to articulate that society tries to
assure that everyone is treated justly by establishing rules, laws or guidelines. It is the
expectation that people will choose to follow these rules, for the common good – not only for
themselves, but for everyone.
 Give all of the volunteers a treat for their participation.
2. Define justice and give an example of how rules, laws or guidelines are established to ensure
that everyone is treated justly. Example: All drivers are required to stop at a red light – not only
for their safety, but for the safety of others.
Page 32 of 45
3. Discuss the relationship between justice and the choices made about drugs, and how these
choices affect the common good using the following situation and questions: (see student
workbook)
Situation: Matt and Adam (his grade 5 friend), are watching the hockey game at Matt’s house,
and his parents aren’t home. A beer commercial comes on, so Matt decides that it would be cool
to have a beer. He opens one for himself, and offers one to Adam, whose says ‘no’ and tells Matt
that they shouldn’t be drinking beer because they are underage – the legal drinking age in
Alberta is 18.
 How would a poor choice negatively impact Matt?
 How would a good choice have a positive impact on Adam?
 How would these choices impact the common good of both Matt and Adam, and their families?
4. Discuss the qualities of a good friend. Do you think that Adam acted like a good friend in this
situation? What rights and responsibilities do people have in their relationships with others that
help enhance or improve the common good?
5. Discuss the requirements for the final report which will be presented to the class in Lesson 9.
6. Close with a quick review of concepts learned. Tell the students that in Lesson 6, they will learn
about practicing the virtue of Temperance to help them make good choices.
Page 33 of 45
Lesson 5
Keeping in the “Right” Lane - Justice
Read the situation below and answer the following questions:
Situation: Matt and Adam (his grade 5 friend), are watching the hockey game at Matt’s
house, and his parents aren’t home. A beer commercial comes on, so Matt decides that
it would be cool to have a beer. He opens one for himself, and offers one to Adam,
whose says ‘no’ and tells Matt that they shouldn’t be drinking beer because they are
underage – the legal drinking age in Alberta is 18.
1. How would a poor choice negatively impact Matt?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How would a good choice have a positive impact on Adam?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How would these choices impact the common good of both Matt and Adam, and
their families?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Do you think that Adam acted like a good friend in this situation?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What rights and responsibilities do people have in their relationships with others
that help enhance or improve the common good?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Page 34 of 45
D.R.I.V.E. Final Assignment
You are responsible for creating a final report, poster or PowerPoint to present to your peers,
on the importance of being drug free throughout your lifetime. Your presentation should focus
on:
 Practicing the four virtues in situations concerning drugs and alcohol.
 Using the moral decision making model to make good choices
 Facts telling of the harmful effects of using illegal drugs.




Four Cardinal Virtues
Prudence-making right judgments. It is the virtue that allows us to judge correctly what
is right and what is wrong in any situation.
Temperance-maintaining self control. Temperance is the virtue that keeps us focusing
on healthy balance in our lives. For example, we practice temperance when we have
one chocolate bar as a treat, not 8 chocolate bars because that is healthy and
respectful of our body.
Justice-showing respect for yourself and others. Practicing justice means you are
making smart decisions that respect yourself and others while improving the situation
or the world in a positive way.
Fortitude-being morally courageous. We practice fortitude when we have the courage
to do the right thing even though it may not be cool or it is difficult to do.
Your assignment will be completed at home, over the next few weeks and should be at school,
to present to your peers in Lesson 9. Be creative and have fun informing others on the
importance of making smart decisions with drugs, alcohol and online safety.
The Best Me is
Thehthethe
Drug
free!
Page 35 of 45
LESSON 6: Drive defensively. What skills can I use to make good choices? Temperance: Maintaining
self-control.
The third virtue of Temperance is introduced. Students will learn that temperance is the ability to
practice self-control. Every individual has free will which gives him/her a choice of what he/she will do
in any given circumstance or situation. Students will learn the models of ‘Feel-Think-Act’ and ‘Feel-ActRegret’.
LEARNING OUTCOMES: The students will be able to:





Define temperance as the practice of self-control and give an example.
Understand the ‘Feel-Think-Act’ and ‘Feel-Act-Regret’ models, and give an example of each.
Analyze the presence or lack of temperance in scenarios using the models of ‘Feel-Think-Act’
and ‘Feel-Act-Regret’.
Understand that alcohol inhibits the ability to practice self-control and may affect reflexes and
coordination.
Understand why drinking and driving is such a poor choice.
RESOURCES: Lesson 6 ‘Feel-Think-Act’ and ‘Feel-Act-Regret’ activity sheets
BACKGROUND FOR TEACHER:
Temperance is the ability to practice self-control. Every individual has free will which gives him/her a
choice of what he/she will do in any given circumstance or situation. If we follow the model of ‘FeelThink-Act’ then we usually make good choices and stay in control.
Alcohol is a depressant that affects our brain in such a way that we cannot think as clearly and,
depending on the amount consumed, it also affects our reflexes and coordination. Under the influence
of alcohol, one is more likely to ‘Feel-Act-Regret’ because once it is in your system it is the drug (alcohol)
that is in control.
‘Feel-Think-Act’
 Use your mind to inform your will
 Analyze the situation
 Think about the consequences
 Stay in control
 You can control the kind of drug you
take, how much of the drug you
take, when you take the drug, how
often you take the drug
 It is right to respect the gift of your
mind
Example:
‘Feel-Act-Regret’
 Act on feeling without thought leads
to regret
 Alcohol effects thinking, reflexes,
coordination, ability to maintain
control
 We can’t control the effect the
alcohol will have on us
 It is wrong to disrupt the normal
functioning of the mind
Example:
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God gave us a mind so that we can think and make good choices. It is wrong to disrupt the normal
functioning of this great gift. The right thing to do is to choose to stay in control of your mind and not
impair your ability to think clearly and make prudent decisions.
ACTIVITIES:
1. Start with an icebreaker activity (if time permits).
2. Review the definition of temperance and give an example. Students take note of this in the
student workbook.
3. Put the headings ‘Feel-Think-Act’ and ‘Feel-Act-Regret’ on the whiteboard/smart board,
explain what they mean and give an example of each. Have students write the examples in
their workbooks.
4. Have the students complete the Lesson 6 ‘Feel-Think-Act’ and ‘Feel-Act-Regret’ activity
sheet in groups of four. Have each group classify each scenario. Select students to explain
to the whole class why they classified each scenario as they did. Conclude the discussion
with the following points:
One of the things that help us exercise self-control is that we have a choice (a will) to do or
not to do something. When we take the time to think of the consequences we are in a better
position to practice self-control. It is wrong to put a substance in our body that is going to
affect the ability of our mind to think clearly and prevent us from practicing temperance
(self-control).
5. Discuss drinking and driving, and why it is such a poor choice.
6. Close with a quick review of concepts learned.
7. Tell the students that students that in Lesson 7, they will learn about practicing the virtue of
Fortitude to help them make good choices.
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Lesson 6
Activity Sheet
Feel-Think-Act, Feel–Act-Regret – Temperance
Classify the scenarios below as examples of Feel-Think-Act or Feel-Act-Regret.
Be prepared to explain why you classified the scenarios as you did.
1. Colby was mad at his best friend Tom for
ignoring him on the playground. When Colby
got back to class he saw Tom’s finished book
report sitting on his desk ready to hand in.
Colby tore it in half and threw it in the
garbage.
3. Terri starts telling two friends a rumor she
heard about Mia. She remembers what it feels
like to have others talk about her so she says,
“Oh, what am I talking about. Forget it.”
5. Kyle and Dylan were arguing over a soccer
game and Kyle was tempted to call Dylan
names and slug him. Then he remembered
that Dylan was his friend and said, “Hey, this is
only a game. If we can’t agree let’s do
something else.”
7. Kristin and her friend are walking home
from school. They are approached by a high
school student. He says, “Here’s something
you’ll probably like. Take it – it’s a gift.”
Kristin new he was offering drugs. He seemed
about a foot taller than Kristin. She says,
“Sorry but we’re late. Gotta go.” She grabs
her friend and starts running.
2. Tyler had a project due the next day, but he
didn't feel like doing it. He watched a movie
instead. The next day when he got to school
he found out there was an extra phys. ed. class
for those who had their work finished.
4. Shawn and Mark were getting into a big
argument over the soccer game. Shawn swore
at Mark and then punched him in the stomach.
The fight was on and then a teacher arrived on
the scene. It was Shawn’s third fight in two
days.
6. Nick just couldn’t wait to get home to have
a snack, so he stopped at the Mac’s and spent
five dollars on junk food. That evening when
his friend came to take him to the movies he
asked his mom for some money. She said,
“No, I gave you your allowance and you were
supposed to save it for the movies. I guess you
are staying home.”
8. Susan and Jane are sitting at the end of the
table where the cool kids are sitting. One of
them throws an apple and it hits a teacher,
who turns around and comes to the table. All
the cool kids point to Jane and say it was her.
Susan has always wanted to be part of the
crowd so she says nothing and Jane gets
hauled to the office.
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LESSON 7: Applying the brakes. What skills can I use to make good choices? Fortitude: Being
Morally Courageous
The fourth virtue of Fortitude is introduced. Ways to build up fortitude will be explained.
Students will learn about peer pressure – both positive and negative – and how to respond to
negative peer pressure with refusal strategies.
LEARNING OUTCOMES: The students will be able to:





Define fortitude as moral courage and give an example.
Explain how to build up fortitude.
Define peer pressure, both positive and negative, and give examples of each.
Identify and list refusal strategies that can be used to respond to negative peer
pressure.
Give examples of the different strategies in different situations.
RESOURCES: Lesson 7 Refusal Role-Play activity sheets.
BACKGROUND FOR TEACHER:
Fortitude means being morally courageous – having the courage to do the right thing even
though it may not be ‘cool’, and doing the right thing may be difficult under the circumstances.
None of us have enough internal resources to consistently do the good or right thing. By praying
and studying God’s word, and listening to the wisdom and teachings of the Church, we will
develop the character and strength to do what is good and right. We all need to be loved and
supported by others but there are times when we will be alone in choosing to do what is good
and right.
Peer pressure is not necessarily a bad thing. Peer pressure comes from the desire to fit in and
belong. It is healthy to want to belong, and have friends and relationships. Peer pressure is
positive when it encourages us to practice virtue and do what is right and good. Peer pressure is
negative when it encourages us to disobey rules or to do what could cause harm to ourselves or
others.
Depending on the situation, you might need to use different strategies to refuse involvement in
negative or wrong behaviour.
1.
Ask questions. If unknown substances are offered, ask, “What is it?” and “Where did
you get it?” (practice prudence). If a party or gathering is proposed ask, “Who else is
coming?” “Where will it be?” “Will parents be there?”
2. Say no. Don’t argue, don’t discuss. Say no and show you mean it.
3. Give reasons. “I’m doing something else that night.” or “My coach says that drugs will
hurt my game.” are examples. Also, don’t forget: “My parents would kill me.”
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4. Suggest other things to do. Suggesting something else to do – going to a movie, playing
a game, etc., shows that drugs are being rejected, not the friend.
5. Leave. When all these steps have been tried, get out of the situation immediately.
ACTIVITIES:
1. Start with an icebreaker activity (if time permits).
2. Define fortitude as being morally courageous and give an example. Have students take
note of this in their workbooks.
3. Talk about how we need strength outside ourselves to persevere in fortitude and
sometimes have to stand alone in doing what is right. Discuss ways to build up fortitude
or moral courage.
4. Define peer pressure, both positive and negative, and give examples of each. (Positive
examples
reflect a practice of virtue and the negative do not).
5. Generate the types of refusal skills one can use by giving the students the following
example of a situation and then have them give possible refusal strategies:
Adam is leaving school one day and sees some of his friends standing in a circle smoking
what looks like cigarettes. One of his friends asks him if he wants to try one. What
should Adam say or do? Possible answers:
 Ask questions.
 Say no.
 Give reasons why you are saying no.
 Suggest other things to do.
 Leave
 Other:
6. Divide the students into groups and give each group a sample Refusal Role-Play
situation from the Lesson 7 Refusal Role-Play activity sheet. Ask each group to give
examples of possible refusal skills that could be used in each situation.
7. Close with a quick review of concepts learned.
8. Let the students know that in Lesson 8, they will practice using all the skills that they
have learned to make healthy choices.
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Lesson 7
Applying the Brakes - Fortitude
Refusal Role-Plays
Scenario
Action
Motive
Circumstance
Right/Wrong
You're playing outside at your friend's
house. You notice that his older sister is
smoking a cigarette with her friends. She
invites you to try smoking and tells you
that it's no big deal, it won't hurt you to
try it, and you're a baby if you're too
scared.
You're at your friend's house, and you
have a headache. Your friend says, "My
mom always gives me a pill when I have
a headache, I'll ask her to get you one."
You're playing on the school grounds
after school. Your parents are expecting
you home soon. Your friend says, "Hey I
know a new park that's 10 minutes from
here. Let's go! We won't be long, and
then you can go home after that."
Your dad's friend offers you a sip of his
beer.
You did poorly on a spelling test and you
got in trouble for talking in math class.
You had a terrible day! On your way
home from school, your two friends kick
a "for sale" sign, jump on it, pick it up
and throw it to you.
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LESSON 8: How do I get my driver’s permit? Practicing
Students will be put into groups and each group will be assigned a scenario. Each group will prepare a
skit using the Action-Motive-Circumstance Decision Making Model, and other skills that they have
learned, to make healthy choices. Emphasis will be placed on how to stay out of and get out of risky
situations in a positive manner.
RESOURCES: Lesson 8 How do I get my driver’s permit? Practice activity sheets.
Lesson 9 – Road report. Sharing
Students will share the reports that they have written with the class and/or present skills learned in the
form of skits, Power Point presentations, etc.
LESSON 10: The Final Destination. Celebrating
The final class is a time of recognizing the efforts made by students to make good choices, remain
cigarette, alcohol and drug free, and grow in virtue. It is suggested that selected reports/skits be shared
with the entire grade level and other invited guests.
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Lesson 8
How do I get my driver’s permit?
Practice
Scenario
There is a group at school that you
would like to be friends with. They
have invited you to hang out with
them over lunch, but you know that
they normally smoke cigarettes at
lunch.
You are at a good friend's house one
Friday night and he pulls out a joint
of marijuana that his older sister
gave him. He wants you to smoke it
with him.
You are walking downtown with a
group of friends and someone pulls
out a pack of cigarettes and offers
them to the group. Everyone else
accepts a cigarette.
You are on a bus trip with your
hockey team. A group of your
teammates are making a pool and
taking bets on who will win the
game. The bets are for $5 each.
The school dance is on Friday night
and you are excited to be going with
your friends. You are to meet at one
friend's house, and then all go to the
school together. When you get to
your friend's place, they are drinking
alcohol. They want you to join them.
You have just had a terrible day at
school: you were late for class, got
sent to the office and failed your
math quiz. At your friend's house
after school, your friend says they
know just the solution to your
problems, and they offer you a beer.
Action
Motive
Circumstance
Right/Wrong
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Lesson 8
The Road Test
Scenario
Action
You are an athlete and enjoy playing
a variety of sports, including being on
the school basketball team for grade
5. It is important for you to keep in
shape and be at the top of your
game. One of your friends offers you
some spit tobacco, encouraging you
to use it by saying that they had
heard it can actually help you
perform better at sports. Look at all
the baseball and hockey players that
chew tobacco. What are you going to
do?
You are sleeping over at a friend's
house and as you are watching a
movie; your friend pulls out a bottle
of beer and offers it to you. Your
friend says they got it from their
older brother who had a party last
night. What are you going to do?
A friend of yours on your soccer
team mentions that he tried using
marijuana last weekend. He offers to
get you some so you can try it if you
want. What are you going to do?
Motive
Circumstance
Right/Wrong
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