Do You Believe in Magic? Teens and Marijuana
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING Do You Believe in Magic? Teens and Marijuana
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
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Questions for Thought: Short Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
What Would You Say? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Staying Drug Free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .18
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
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
© 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 • Do You Believe in Magic? Teens and Marijuana • #2633
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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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 • Do You Believe in Magic? Teens and Marijuana • #2633
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 Do You Believe in Magic? Teens
learned, and to provide them with
and Marijuana 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 Do You Believe in
the opportunity for students to assess their
Magic? Teens and Marijuana together
knowledge of new vocabulary with this word
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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local
community
Do You Believe in Magic? Teens and Marijuana
Themes
Objectives
Introduction to Vocabulary
As its major theme, Do You Believe in
Magic? Teens and Marijuana explores
the harmful developmental, social,
physiological, and behavioral effects of
marijuana on teen users. The program
also dispels the myth that marijuana is a
benign drug, explains the devastating
long-term effects of usage, and discusses the difficulty of recovery. With
both scientific and anecdotal evidence,
the program helps viewers understand
the insidious nature of marijuana and
the negative consequences of using it.
•
Before starting the program, write the
following words and phrases on the
board. Ask the class to discuss the
meaning of each word, and review the
terms that are unfamiliar to students.
•
•
•
•
•
To describe why teens engage in
marijuana use
To identify and discuss the social
and developmental effects of marijuana use
To identify and discuss the physiological effects of marijuana use
To identify and discuss the behavioral effects of marijuana use
To explain how marijuana can lead
to other drugs and deeper addiction
To examine the addiction recovery
process
Overview
Introduction to the Program
According to the National Institute of
Drug Abuse, marijuana is the most frequently used illegal drug in the United
States. Do You Believe in Magic? Teens
and Marijuana examines the reasons
and realities behind its use. The reasons
teens may begin using marijuana range
from peer pressure, current cigarette
and alcohol use, or family influence, to
simple experimentation and the pop culture mystique surrounding the drug.
However, as the program reveals, usage
can have devastating, life-long mental,
physical, and social effects, not to mention legal repercussions. Evidence is
provided that, as a “gateway drug”,
marijuana use often leads to experimentation with, and addiction to, other
drugs such as cocaine. Recovery is a
difficult process, involving healing on
the physical, emotional, social, and
spiritual levels. The findings of science
are illustrated by a former adult user’s
personal account describing the consequences of marijuana addiction and the
benefits of recovery.
Research shows that nearly 50% of
teenagers try marijuana before they
graduate from high school. Nearly 69
million people over the age of 12 have
tried it at least once. There is an erosion
in anti-drug perceptions and knowledge
among today’s young people, accompanied by an upward pattern of marijuana use. This program is designed to
give young people the information they
need to help them make healthier decisions and responsible drug-related
choices. By discussing the real-life consequences of using marijuana, the program seeks to alert teens to the dangers
of drug use and the negative impact it
can have on their lives.
addiction, amotivational syndrome,
benign (drug), dependency, euphoria,
gateway drug, marijuana, mind-altering drug, short-term memory
Discussion Ideas
Ask students one or more of the following questions to prompt a discussion
about marijuana: Do you consider marijuana a harmful drug? Why? What, if
any, negative effects does it have on a
user? Do you think that marijuana is a
“gateway” drug? Why do you think
some people start using marijuana?
What long-term consequences do you
think a drug user might experience?
Focus
Marijuana is often viewed as a benign
drug, no worse than cigarettes or alcohol. As they view the program, encourage students to think about the risks of
marijuana use and the impact its use
would have on their individual lives,
daily activities, relationships, success in
school and sports, and long-term life
goals.
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SUGGESTED ACTIVITIES
Writing
Ask students to locate a magazine or newspaper article dealing with teenage marijuana use. The
library and the internet are two excellent resources. They may choose an article that describes personal
stories, one that contains statistics and factual information, or a combination of the two. Ask each student to summarize their story in a written paper. Encourage students to contribute their own ideas and
opinions to the paper. The papers may be presented to the class, with a question-and-answer session
after each article.
Extended
Meeting Individual Needs
Based on what they have learned, ask students to write an explanation of how each word or phrase
listed below relates to marijuana use. Encourage them to use a dictionary if they are unsure of the
meanings. Have students share their answers aloud, and allow time for discussion.
45 Minutes
addiction
cigarettes
experimentation
memory loss
motivation
peer pressure
personal relationships
self-esteem
Critical Thinking
There is a growing controversy over the legalization of medicinal marijuana. Advocates claim that
patients suffering with AIDS, cancer, glaucoma, and multiple sclerosis benefit from smoking marijuana.
Those opposing legalization believe that any marijuana use is highly damaging to individual users and
to society as a whole.
75 Minutes
Assign students into two groups, one to research the advantages of legalizing marijuana for medicinal
use, and the other to research the disadvantages. Using the information that has been collected, have
volunteers form two teams to debate the issue. You may wish to involve the class in designing the structure for the debate. Allow time at the end of the debate for the class to vote on the winner.
Link to the World
There are many reasons why some young teens start smoking marijuana. Most young people smoke
marijuana because their friends or brothers and sisters use it and pressure them to try it. Some young
people use it because they see older people in the family using it. Others may think it’s cool to use marijuana, or feel they need it and other drugs to help them escape from problems at home, at school, or
with friends.
60 Minutes
Discuss the impact of individual marijuana use on the family, school, and community. Then ask each
student to complete the following statement: “I choose not to use marijuana because...” Give the class
a few minutes to brainstorm some responses. Encourage them to choose their strongest responses.
Continue the class discussion, allowing students to share their responses.
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Hands On
Ask students to create their own anti-drug posters directed at marijuana use. Divide them into cooperative groups of two or three people. Have each group think of a theme or slogan to serve as the focus
of the poster. They may choose to do this by taking a vote on different ideas. Encourage each group to
work democratically. Students who are good at research may want to collect statistics for the poster.
Those who are creative may want to design the layout, draw or paint illustrations, take photographs,
or add artistic lettering.
30 Minutes
Display the posters on a special wall in the classroom. Discuss with the class which posters are most
effective and why. You may wish to further display the posters elsewhere in the school or, if the school
budget permits, have the most effective poster reproduced for use throughout the school.
Connection to Civics
The Controlled Substances Act of 1970 classified marijuana along with heroin and LSD as a
Schedule 1 drug, i.e., having the relatively highest abuse potential and no accepted medical use. This
resulted in the passage of strict laws and mandatory sentences for possession of marijuana. Ask students to research the legal penalties for drug possession and drug use in their state. They may wish to
contact local law enforcement offices for information. Ask them to research the specific penalties for
marijuana use.
Extended
For discussion: How would students feel if they were arrested for marijuana possession? How might the
arrest affect their family or friends? What effect might an arrest have on the rest of their lives? What
would it feel like to have a drug arrest on their permanent record?
Culminating Activity
Allow time for students to think about the information presented in the program and learned from class
activities. Have each student write or share what, if any, change has taken place in their attitudes or
beliefs about marijuana. What would students say if a friend asked them to use marijuana?
45 Minutes
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Name
VOCABULARY
The following terms are from Do You Believe in Magic? Teens and Marijuana. Fill in the number of each
term next to its closest definition.
1. addiction
2. amotivational syndrome
3. euphoria
4. euphoric recall
5. gateway drug
6. high
7. marijuana
8. peer pressure
9. self-esteem
10. short-term memory loss
______ a mind-altering drug that comes from a mixture of dried, shredded leaves, stems, seeds, and flowers of the
hemp plant
______ a drug whose use leads to the use of even stronger, more dangerous substances
______ a physical or psychological need to use a drug despite its harmful effects
______ inability to recall recent information or events
______ a set of behaviors in which a person lacks motivation, energy, and the ability to concentrate
______ the influence of the social group on an individual
______ memories or delusions about drug use and addictive behavior as being “good” or a positive experience; this leads
to an urge to repeat the behavior
______ belief in or positive opinion about oneself
______ the initial feeling of dizziness, euphoria, relaxation, or floating that occurs after use of a drug such as marijuana
______ an exaggerated sense of well-being or happiness
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Name
CHECKING COMPREHENSION
Answer the following questions in the space provided. Use a separate sheet of paper if necessary.
1. Why do many people believe that marijuana is a benign drug?
____________________________________________________________________________________________________
2. List three reasons why someone might begin to use marijuana.
____________________________________________________________________________________________________
3. What is the most noticeable effect that marijuana use has on the brain?
____________________________________________________________________________________________________
4. What are the symptoms of amotivational syndrome? (List at least four)
____________________________________________________________________________________________________
5. Why is marijuana considered a gateway drug?
____________________________________________________________________________________________________
6. How does the use of marijuana affect a person’s social and emotional development?
____________________________________________________________________________________________________
7. What specific negative effect can marijuana use have on men?
____________________________________________________________________________________________________
8. What can happen if you fail a work-related drug test?
____________________________________________________________________________________________________
9. Why is drug use so damaging to a person’s self-esteem?
____________________________________________________________________________________________________
10. What is euphoric recall, and how does it make recovery from addiction difficult?
____________________________________________________________________________________________________
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© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
Name
TRUE OR FALSE
Place a T next to statements that are true, and an F next to statements that are false.
1.
______ A teen who smokes cigarettes and drinks alcohol is less likely to try marijuana.
2.
______ The chemical THC is responsible for the feeling of euphoria marijuana users experience.
3.
______ The use of marijuana may cause infertility in both men and women.
4.
______ There are no long-term negative effects of using marijuana.
5.
______ Because of marijuana’s effect on short-term memory, students who use the drug find it difficult to concentrate and
learn.
6.
______ When people fail drug tests, they often feel angry and victimized, instead of taking responsibility for their actions.
7.
______ Euphoric recall makes recovery from marijuana addiction an easy process.
8.
______ In the addictive cycle of drug use, the user builds up tolerance to the drug, and must use stronger and stronger
doses of the drug to get the same high.
9.
______ Recovery from marijuana addiction is easy, and simply involves stopping the use of the drug.
10. ______ Marijuana users are unlikely to try other drugs.
11
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
Name
QUESTIONS FOR THOUGHT - SHORT ESSAY
Based on what you have learned from the program Do You Believe in Magic? Teens and Marijuana, answer
the following questions. Use a separate piece of paper if necessary. Answers should be in short essay form.
Be sure to offer examples to support your answers.
1. How does peer-pressure play a part in the decision to try drugs such as marijuana? How can you avoid giving in to peer pressure?
2. When evaluating the effects of marijuana use, the program tells us not to compare these effects to those of other drugs. The
program advises us to simply identify and evaluate the effects by themselves. Why is this important when discussing drugs and
drug use?
3. Why is amotivational syndrome such a serious side-effect of using marijuana?
4. What are the four stages or levels of healing in the recovery from addiction? Why is each important to recovery?
12
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
Name
WHAT WOULD YOU SAY?
Using marijuana is often a peer pressure situation. Staying true to yourself takes courage and thought. How
would you respond to each pressure statement below? Be prepared to share your thoughts.
1. Marijuana’s no big deal. Everybody uses it.
2. Everyone at the party’s going to be smoking pot.
3. Come on. Just try it. It’s fun. Trust me.
4. It’s not like marijuana is addicting. What are you worried about?
5. Look, I’m your friend. I wouldn’t ask you to try anything dangerous.
6. Don’t worry about getting busted for drugs. You’re a juvenile. What can they do?
7. All that stuff they tell us about marijuana is a lie.
8. You want to be cool, don’t you?
9. What have you got to lose?
13
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
Name
STAYING DRUG FREE
When we say “no” to drugs, we say “yes” to positive goals and experiences in life. Working with a partner,
identify at least five advantages to staying drug free. Use the spaces below to write your reasons to stay
away from marijuana and other drugs.
Reason 1:
Reason 2:
Reason 3:
Reason 4:
Reason 5:
14
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
Name
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally, vertically,
diagonally, or backwards.
M
Q
V
A
T
Y
R
S
W
G
N
R
G
X
D
E
D
P
D
H
G
K
Q
C
A
W
E
P
C
F
M
P
J
D
E
V
T
L
Y
T
B
C
N
H
S
O
F
Y
I
M
U
H
B
W
E
B
O
X
E
K
R
T
H
C
V
A
P
Q
R
W
S
V
P
M
N
Y
S
V
T
R
W
R
H
B
A
C
E
Y
I
M
M
R
D
I
Z
H
B
I
O
Y
Z
R
X
C
Y
N
E
Y
V
L
D
N
E
J
R
D
Y
K
A
Z
K
E
N
E
J
T
H
D
N
U
I
L
J
L
R
S
P
Q
W
X
K
L
F
P
I
A
C
B
S
N
D
R
J
T
G
R
P
Z
K
Q
G
N
W
C
X
R
A
M
O
T
I
V
A
T
I
O
N
A
L
W
U
Z
W
X
P
G
D
V
N
K
M
X
Q
Z
R
G
Q
R
X
Y
C
N
E
D
N
E
P
E
D
T
S
S
R
N
R
T
H
Z
D
K
L
T
B
K
C
WORD BANK
addictive
amotivational
benign
chemicals
dependency
drugs
euphoric
gateway
marijuana
memory
peers
recovery
15
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
Name
TEST
Circle the letter of the correct answer for each question.
1. Teens who smoke cigarettes or drink alcohol:
a) seldom use other drugs.
b) are less likely to try marijuana.
c) are more likely to try marijuana.
d) are less likely to become addicted to marijuana or other drugs.
2. The use of marijuana:
a) retards social and emotional development.
b) impairs thought processes and short-term memory.
c) can lower the testosterone levels in males.
d) A and B
e) A, B, and C
3. One of the key symptoms of amotivational syndrome is:
a) use of harder drugs such as cocaine or heroin.
b) loss of energy, motivation, and the ability to concentrate.
c) feelings of anger, guilt, or shame.
d) increased energy, and the desire to set and achieve new goals.
4. When drug users fail a drug test, they will usually:
a) take full responsibility for their actions.
b) seek treatment for their addiction immediately.
c) feel angry and victimized by the laws.
d) cut back on their drug use.
5. Euphoric recall:
a) is a powerful memory or delusion that an addictive drug made things better.
b) leads to cravings for the drug to which a person is addicted.
c) makes recovery from addiction difficult.
d) all of the above
e) A and C
6. Why is marijuana considered a gateway drug?
16
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
Name
TEST (CONTINUED)
7. What are some reasons that teens might begin using marijuana? (List at least three)
8. List five symptoms of amotivational syndrome caused by marijuana use.
9. How does marijuana use affect the brain?
10. What are the 4 levels or stages of healing when recovering from addiction? Define or give and example of each.
17
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
2635-EN-VID: In-Dependence: Teens and Tobacco
2634-EN-VID: Building Up for a Fall: Teens and Steroids
2256-EN-VID: The Teen Files: The Truth About Drinking
2517-EN-VID: The Teen Files: The Truth About Drugs
9298-EN-VID: The Teen Files: Smoking Truth or Dare
2295-EN-VID: L-Evated: The Blunt Truth
8512-EN-VID: Smoking and Human Physiology
9855-EN-VID: Tobacco and Human Physiology
9832-EN-VID: Marijuana and Human Physiology
18
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 9
VOCABULARY
The following terms are from Do You Believe in Magic? Teens and Marijuana. Fill in the number of each
term next to its closest definition.
1. addiction
2. amotivational syndrome
3. euphoria
4. euphoric recall
5. gateway drug
6. high
7. marijuana
8. peer pressure
9. self-esteem
10. short-term memory loss
7
______
a mind-altering drug that comes from a mixture of dried, shredded leaves, stems, seeds, and flowers of the
hemp plant
5
______
a drug whose use leads to the use of even stronger, more dangerous substances
1
______
a physical or psychological need to use a drug despite its harmful effects
10
______
inability to recall recent information or events
2
______
a set of behaviors in which a person lacks motivation, energy, and the ability to concentrate
8
______
the influence of the social group on an individual
4
______
memories or delusions about drug use and addictive behavior as being “good” or a positive experience; this leads
to an urge to repeat the behavior
9
______
belief in or positive opinion about oneself
6
______
the initial feeling of dizziness, euphoria, relaxation, or floating that occurs after use of a drug such as marijuana
3
______
an exaggerated sense of well-being or happiness
19
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 10
CHECKING COMPREHENSION
Answer the following questions in the space provided. Use a separate sheet of paper if necessary.
1. Why do many people believe that marijuana is a benign drug? Reasons may include the fact that its effects are subtle, not dramatic, and relatively mild compared to other drugs; the user doesn’t die with 1st use; users don’t suffer DTs or commit violent acts while
under the influence.
2. List three reasons why someone might begin to use marijuana. Reasons may include the easy availability of marijuana; the
allure or mystique of using; the fun or risk of using; peer pressure; the belief that the user will feel better; desire to be cool
or belong to a group; predisposition to drug use; prior use of cigarettes or alcohol; family influence; marijuana is seen as a
benign drug.
3. What is the most noticeable effect that marijuana use has on the brain? Short-term memory loss
4. What are the symptoms of amotivational syndrome? (List at least four) Symptoms may include change in habits; drop in
grades; laziness; lack of motivation or direction; social changes; sleep disturbances; mood swings; deterioration of personal
hygiene; strange patterns of eating.
5. Why is marijuana considered a gateway drug? Marijuana use may lead to experimentation with and addiction to stronger
drugs such as cocaine or heroin.
6. How does the use of marijuana affect a person’s social and emotional development? Use impairs or retards social and emotional development.
7. What specific negative effect can marijuana use have on men? Testosterone levels can drop, causing decreased sex drive
and infertility.
8. What can happen if you fail a work-related drug test? You may lose a job or a job opportunity, end up feeling angry or
victimized, experience a loss of self-esteem, and/or be forced to pay a legal fine.
9. Why is drug use so damaging to a person’s self-esteem? Eventually the user realizes that he or she is no longer in control
of the drug; the drug is in control of the user.
10. What is euphoric recall, and how does it make recovery from addiction difficult? Euphoric recall is the false memory or
delusion that the drug made the user feel better. As the addict is trying to break the addiction, this memory results in obsession with or cravings for the drug and those good feelings.
20
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 11
TRUE OR FALSE
Place a T next to statements that are true, and an F next to statements that are false.
1.
F
______
A teen who smokes cigarettes and drinks alcohol is less likely to try marijuana.
2.
T The chemical THC is responsible for the feeling of euphoria marijuana users experience.
______
3.
T The use of marijuana may cause infertility in both men and women.
______
4.
F
______
There are no long-term negative effects of using marijuana.
5.
T Because of marijuana’s effect on short-term memory, students who use the drug find it difficult to concentrate and
______
learn.
6.
T
______
When people fail drug tests, they often feel angry and victimized, instead of taking responsibility for their actions.
7.
F
______ Euphoric recall makes recovery from marijuana addiction an easy process.
8.
T
______
In the addictive cycle of drug use, the user builds up tolerance to the drug, and must use stronger and stronger
doses of the drug to get the same high.
9.
F
______
Recovery from marijuana addiction is easy, and simply involves stopping the use of the drug.
F
10. ______
Marijuana users are unlikely to try other drugs.
21
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 12
QUESTIONS FOR THOUGHT - SHORT ESSAY
Based on what you have learned from the program Do You Believe in Magic? Teens and Marijuana, answer
the following questions. Use a separate piece of paper if necessary. Answers should be in short essay form.
Be sure to offer examples to support your answers.
1. How does peer-pressure play a part in the decision to try drugs such as marijuana? How can you avoid giving in to peer pressure?
STUDENT ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
2. When evaluating the effects of marijuana use, the program tells us not to compare these effects to those of other drugs. The
program advises us to simply identify and evaluate the effects by themselves. Why is this important when discussing drugs and
drug use?
3. Why is amotivational syndrome such a serious side-effect of using marijuana?
4. What are the four stages or levels of healing in the recovery from addiction? Why is each important to recovery?
22
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 13
WHAT WOULD YOU SAY?
Using marijuana is often a peer pressure situation. Staying true to yourself takes courage and thought. How
would you respond to each pressure statement below? Be prepared to share your thoughts.
1. Marijuana’s no big deal. Everybody uses it.
STUDENT ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
2. Everyone at the party’s going to be smoking pot.
3. Come on. Just try it. It’s fun. Trust me.
4. It’s not like marijuana is addicting. What are you worried about?
5. Look, I’m your friend. I wouldn’t ask you to try anything dangerous.
6. Don’t worry about getting busted for drugs. You’re a juvenile. What can they do?
7. All that stuff they tell us about marijuana is a lie.
8. You want to be cool, don’t you?
9. What have you got to lose?
23
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 14
STAYING DRUG FREE
When we say “no” to drugs, we say “yes” to positive goals and experiences in life. Working with a partner,
identify at least five advantages to staying drug free. Use the spaces below to write your reasons to stay
away from marijuana and other drugs.
Reason 1:
STUDENT ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
Reason 2:
Reason 3:
Reason 4:
Reason 5:
24
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 15
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally, vertically,
diagonally, or backwards.
M
Q
V
A
T
Y
R
S
W
G
N
R
G
X
D
E
D
P
D
H
G
K
Q
C
A
W
E
P
C
F
M
P
J
D
E
V
T
L
Y
T
B
C
N
H
S
O
F
Y
I
M
U
H
B
W
E
B
O
X
E
K
R
T
H
C
V
A
P
Q
R
W
S
V
P
M
N
Y
S
V
T
R
W
R
H
B
A
C
E
Y
I
M
M
R
D
I
Z
H
B
I
O
Y
Z
R
X
C
Y
N
E
Y
V
L
D
N
E
J
R
D
Y
K
A
Z
K
E
N
E
J
T
H
D
N
U
I
L
J
L
R
S
P
Q
W
X
K
L
F
P
I
A
C
B
S
N
D
R
J
T
G
R
P
Z
K
Q
G
N
W
C
X
R
A
M
O
T
I
V
A
T
I
O
N
A
L
W
U
Z
W
X
P
G
D
V
N
K
M
X
Q
Z
R
G
Q
R
X
Y
C
N
E
D
N
E
P
E
D
T
S
S
R
N
R
T
H
Z
D
K
L
T
B
K
C
WORD BANK
addictive
amotivational
benign
chemicals
dependency
drugs
euphoric
gateway
marijuana
memory
peers
recovery
25
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 16
TEST
Circle the letter of the correct answer for each question.
1. Teens who smoke cigarettes or drink alcohol:
a) seldom use other drugs.
b) are less likely to try marijuana.
c) are more likely to try marijuana.
d) are less likely to become addicted to marijuana or other drugs.
2. The use of marijuana:
a) retards social and emotional development.
b) impairs thought processes and short-term memory.
c) can lower the testosterone levels in males.
d) A and B
e) A, B, and C
3. One of the key symptoms of amotivational syndrome is:
a) use of harder drugs such as cocaine or heroin.
b) loss of energy, motivation, and the ability to concentrate.
c) feelings of anger, guilt, or shame.
d) increased energy, and the desire to set and achieve new goals.
4. When drug users fail a drug test, they will usually:
a) take full responsibility for their actions.
b) seek treatment for their addiction immediately.
c) feel angry and victimized by the laws.
d) cut back on their drug use.
5. Euphoric recall:
a) is a powerful memory or delusion that an addictive drug made things better.
b) leads to cravings for the drug to which a person is addicted.
c) makes recovery from addiction difficult.
d) all of the above
e) A and C
6. Why is marijuana considered a gateway drug?
The use of marijuana often leads to experimentation with and addiction to stronger drugs such as cocaine or heroin.
26
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633
ANSWER KEY for page 17
TEST (CONTINUED)
7. What are some reasons that teens might begin using marijuana? (List at least three)
Answers will vary. (Reasons may include the easy availability of marijuana; the allure or mystique of using; the fun or
risk of using; peer pressure; the belief that the user will feel better; desire to be cool or belong to a group; predisposition
to drug use; prior use of cigarettes or alcohol; family influence; perception that marijuana is a benign drug.)
8. List five symptoms of amotivational syndrome caused by marijuana use.
Answers will vary. (Symptoms may include change in habits; drop in grades; laziness; lack of motivation or direction;
social changes; sleep disturbances; mood swings; deterioration of personal hygiene; strange patterns of eating.)
9. How does marijuana use affect the brain?
The effects on the brain include short-term memory loss, inability to learn, difficulty in concentrating, decrease in energy
and motivation levels.
10. What are the 4 levels or stages of healing when recovering from addiction? Define or give and example of each.
Examples of each stage will vary, but definitions may include the following: Physical healing involves getting the drug
out of your system, resisting the cravings caused by euphoric recall, and regaining general health. Emotional healing
involves dealing with feelings of anger, shame, guilt, and sadness. Social healing involves giving up friends who are still
users, building new relationships, repairing friendships, and rebuilding self-esteem. Spiritual healing involves coming to
terms with who we are in the world and understanding our place in it.
27
© Copyright 2002 • AIMS Multimedia • Do You Believe in Magic? Teens and Marijuana • #2633