Alcohol
Standards
Skills and Activities
CHAPTER 9
HEALTH QUIZ, p. 263
pp. 262–295
National
State/Local
National Health
Education Standards
1.8.5, 1.8.8, 1.8.9,
4.8.1, 4.8.2, 5.8.7,
8.8.1
Lesson 1
Alcohol Use and
Abuse
pp. 264–271
Lesson 2
The Nervous System
pp. 272–277
Lesson 3
Alcohol Use and
Teens
pp. 278–281
Lesson 4
Alcohol Use and
Society
pp. 282–285
Lesson 5
Saying No to
Alcohol Use
pp. 286–289
BUILDING HEALTH SKILLS
Refusal Skills
Saying No to Alcohol, pp. 290–291
National Health
Education Standards
1.8.8, 1.8.9, 2.8.9,
3.8.2, 3.8.4, 3.8.5,
4.8.4, 5.8.1, 5.8.4,
5.8.5, 5.8.6, 8.8.2,
8.8.3
HEALTH SKILLS ACTIVITY
Accessing Information
Alcoholism, p. 269
National Health
Education Standards
1.8.1, 1.8.5, 1.8.6,
1.8.8, 1.8.9, 2.8.9,
3.8.3, 3.8.5
Connect To… SCIENCE
Finding a Cure, p. 274
National Health
Education Standards
1.8.8, 1.8.9, 2.8.3,
2.8.5, 2.8.7, 2.8.8,
2.8.9, 3.8.3, 5.8.1,
5.8.4, 5.8.5, 5.8.6,
5.8.7, 7.8.1, 8.8.3
What Teens Think
Why do some teens try alcohol? p. 279
National Health
Education Standards
1.8.8, 1.8.9, 2.8.9,
3.8.1, 3.8.5, 5.8.1,
5.8.2, 5.8.4, 5.8.5,
5.8.6, 5.8.7
DEVELOPING GOOD CHARACTER
Citizenship, p. 284
National Health
Education Standards
1.8.1, 1.8.5, 3.8.4,
4.8.2, 5.8.1, 5.8.4,
5.8.5, 5.8.6, 5.8.7,
8.8.2, 8.8.3, 8.8.4
DEVELOPING GOOD CHARACTER
Respect, p. 287
PACING THE CHAPTER
Lesson 1 45 min
Lesson 4 30 min
Chapter Review 45 min
Lesson 2 30 min
Lesson 5 30 min
TIME health news 30 min
Lesson 3 30 min
Building Health Skills 45 min
262A
health news
News About Teens and Alcohol Use, p. 292
Careers for the 21st Century
Substance Abuse Counselor, p. 270
HEALTH SKILLS ACTIVITY
Decision Making
Skateboard Safety, p. 276
HEALTH SKILLS ACTIVITY
Stress Management
Dealing with Emotions, p. 280
HEALTH SKILLS ACTIVITY
Decision Making
Helping a Friend, p. 284
HEALTH SKILLS ACTIVITY
Advocacy
Encouraging Teens to Avoid Alcohol, p. 288
BLOCK SCHEDULING
For block scheduling, assign students Building Health
Skills feature Saying No to Alcohol, pages 290–291, and
Guided Reading and Writing.
Planning Guide
Reproducible Resources
Chapter FAST FILE Resources
Chapter Summaries and Activities REVIEW
Building Health Skills Activity TEACH
Performance Assessment Activity EXTEND
Universal Access Activities TEACH
Parent Letter and Activities
Student Activities Workbook TEACH
Reading Tutor TEACH
Chapter FAST FILE Resources
Concept Mapping Activity 9-1 REVIEW
Cross-Curriculum Activity 9-1 EXTEND
Enrichment Activity 9-1 EXTEND
Lesson Plan 9-1
Guided Reading and Writing 9-1 TEACH
Reteaching Activity 9-1 REVIEW
Chapter FAST FILE Resources
Concept Mapping Activity 9-2 REVIEW
Health Lab Activity 9-2 EXTEND
Enrichment Activity 9-2 EXTEND
Lesson Plan 9-2
Guided Reading and Writing 9-2 TEACH
Reteaching Activity 9-2 REVIEW
Chapter FAST FILE Resources
Concept Mapping Activity 9-3 REVIEW
Decision-Making Activity 9-3 EXTEND
Enrichment Activity 9-3 EXTEND
Lesson Plan 9-3
Guided Reading and Writing 9-3 TEACH
Reteaching Activity 9-3 REVIEW
Chapter FAST FILE Resources
Concept Mapping Activity 9-4 REVIEW
Cross-Curriculum Activity 9-4 EXTEND
Enrichment Activity 9-4 EXTEND
Lesson Plan 9-4
Guided Reading and Writing 9-4 TEACH
Reteaching Activity 9-4 REVIEW
Chapter FAST FILE Resources
Concept Mapping Activity 9-5 REVIEW
Decision-Making Activity 9-5 EXTEND
Enrichment Activity 9-5 EXTEND
Lesson Plan 9-5
Guided Reading and Writing 9-5 TEACH
Reteaching Activity 9-5 REVIEW
Assessment
Building Health Skills Activity, pp. 290–291
Chapter 9 Assessment, pp. 294-295
Chapter FAST FILE Resources
Performance Assessment Activity, p. 4
Chapter 9 Test, p. 7
ExamView ® Assessment Suite
Media and Technology
•
•
•
•
includes:
Interactive Teacher Edition
Lesson Planner with Calendar
Access to all blackline masters
Correlations to standards
StudentWorks™ Plus
Online Student Edition
Dinah Zike’s Teaching Health with Foldables®
Lesson 1 Review, p. 271
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
StudentWorks™ Plus
Transparency 9-1
glencoe.com
Lesson 2 Review, p. 277
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
StudentWorks™ Plus
Transparency 9-2
glencoe.com
Lesson 3 Review, p. 281
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
StudentWorks™ Plus
Transparency 9-3
glencoe.com
Lesson 4 Review, p. 285
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
StudentWorks™ Plus
Transparency 9-4
glencoe.com
Lesson 5 Review, p. 289
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
ExamView ® Assessment Suite
StudentWorks™ Plus
Transparency 9-5
glencoe.com
OUT OF TIME?
The Teen Health resources are designed for differentiated learning
abilities. You may want to use the coded items in this way:
—activities to review or reinforce content
TEACH —activities to teach basic concepts
EXTEND —activities to extend or enrich lesson content
REVIEW
Use Health Skills Activity Helping a Friend, page 284 or
Developing Good Character, pages 284 or 287.
262B
Background for the Teacher
SADD: Students Against Destructive Decisions
The following are statistics about underage drinking
and consequences are offered to demonstrate the
importance of raising teens’ awareness of the dangers
of alcohol use. Statistics were collected by government
agencies, such as the National Highway Traffic Safety
Administration and the Substance Abuse and Mental
Health Services Administration, and private agencies,
such as Monitoring the Future, and include the most
recently compiled data.
• 40.5 percent of eighth graders and 61.5 percent
of tenth graders have tried alcohol.
SADD was founded as Students Against Drunk
Driving in 1981 by Robert Anastas at Wayland High
School in Massachusetts. He and a group of 15 students
founded SADD in response to the death of two
teenagers in a drunk-driving accident. In 1997, SADD
was renamed Students Against Destructive Decisions.
They expanded their mission to help teens deal with
drugs, bullying, suicide, and violence. Since the
founding of SADD, teen deaths due to drinking and
driving have decreased by 60 percent.
SADD was founded on the idea that teens who
are empowered to help each other are the most
effective force in prevention. SADD also believes that
communication between parents and children is
essential for helping teens make healthy decisions.
SADD chapters in schools sponsor many different
events to educate their peers about the risks of
substance abuse, as well as methods of refusing alcohol
and drugs. SADD chapters have a faculty advisor, but
all board members and chapter members are students.
SADD focuses on the prevention of all destructive
behaviors and attitudes that are harmful to teens.
However, SADD does not alienate teens who have
made poor choices. They work to inform, educate,
support, and empower teens so that they can make
good decisions.
• 63 percent of eighth graders say that alcohol
is “very easy” or “fairly easy” to get.
• The median age at which Americans start
drinking is 15.9 years old.
Parents are sometimes unaware of what their
children are doing. Only 31 percent of parents of 15to 16-year-olds believed that their child had a drink in
the past year. Compare this to the 56 percent of teens
in that age group who reported drinking.
The consequences of underage drinking show up in
statistics about injuries and fatalities involving alcohol.
• Traffic crashes are the number one killer of
teens, and over one-third of teen traffic deaths
are alcohol related.
• In 2005, 21 percent of 16- to 20-year-old drivers
killed in traffic crashes had been drinking.
16 percent were intoxicated.
• In 2002 and 2003, 17 percent of people age 16 to
20 drove under the influence of alcohol.
262C
(l) Age Fotostock/Superstock, (r) Emely/zefa/CORBIS
Statistics on Underage Drinking
Support for Teaching Reading
Reading Preview
Lesson 3 Alcohol Use and Teens
Activating Background Vocabulary Ask students what
comes to mind when they think of the term alcohol. List
responses on the board. Ask students what comes to mind
when they think of the term nervous system. Again, list
responses on the board. Guide students in a discussion of
how these terms might be related.
Responding Have students stop after they have read
page 278 and discuss with a partner what they like, do not
like, or find interesting or surprising about what they have
read so far. Direct students to the sections on peer pressure
and binge drinking. Have students write a journal entry,
expressing their thoughts or feelings about these issues.
Dinah Zike’s Reading and Study Skills
for Teen Health provides interactive graphic organizers that
help students comprehend and retain health concepts as they
read. Use the Foldable® on page 263 or find more Foldables®
activities for the chapter on Alcohol in the separate booklet,
available in the TCR.
Lesson 1 Alcohol Use and Abuse
Guided Reading 1) Activate prior knowledge—ask students
what they know about alcohol and alcohol use. 2) Introduce
new key terms and discuss meanings. 3) Give students a
purpose for reading; ask: “What is alcohol? What are the
forms of alcohol?” 4) Have students read silently to find the
answers. 5) Stop and discuss. 6) Repeat with each section.
Lesson 2 The Nervous System
Lesson 4 Alcohol Use and Society
Self-Questioning Direct students to stop reading at any
time they become aware that they are not comprehending
the text. Model self-questioning: “What is my purpose for
reading this? The title of the section is Driving Drunk.
My purpose is to find the dangers of drunk driving.” Have
students write the answers to their questions as they reread.
Lesson 5 Saying No to Alcohol Use
Identifying Sequence Have students review How to Say
No to Alcohol Use on page 286. Direct students to look for
words that point to time order, steps in a process, or logical
order of events. Have students write out the steps of the
S.T.O.P. formula. Encourage student pairs to practice the
steps of the process with one another.
Post Reading
SQ3R Have students: 1) Survey—scan the title and headings.
2) Question—restate each boldface topic in the form of
a question: “What are the parts of the nervous system?”
3) Read—find what the parts of the nervous system are.
4) Recite—record the parts of the nervous system in a
notebook. 5) Review—go over notes and summarize
each section.
Nonverbal Presentations Direct students to use movement,
placement, gestures, facial expressions, and other nonverbal
cues to convey meaning to an audience in an informational
presentation on the dangers of teen alcohol use. Encourage
students to organize the main concepts and supporting
details prior to presenting to the class.
Use this key to help you identify the different types of prompts
found in the Teacher Wraparound Edition.
Teaching Strategies and activities have been coded for ability level
and appropriateness.
R
Reading Strategies activities help you teach reading
skills and vocabulary.
C
Critical Thinking strategies help students apply and
extend what they have learned.
U
Universal Access activities provide differentiated instruction
for students learning to speak English, along with suggestions
for teaching various types of learners.
HS
Health Skills Practice activities reinforce Health Skills
concepts and help students apply these skills in their
everyday lives.
W
Writing Support activities provide writing
opportunities to help students comprehend the text.
AL
Active Learning strategies provide a variety of activities
for presenting lesson content, including Quick Demos and
engaging classroom projects that get students actively involved.
AL
Activities for students working above grade level
OL
Activities for students working on grade level
BL
Activities for students working below grade level
EL
Activities for English Learners
Transparencies
CD-ROM
glencoe.com
Print Resources
262D
Alcohol
Alcohol
Chapter at a Glance
Lesson 1 examines the
dangers of using alcohol,
short-term effects of alcohol
use, and how alcohol
damages body systems.
Lesson 2 details the parts
of the nervous system,
problems of the nervous
system, and how to keep it
healthy.
Lesson 3 explains why some
teens may choose to use
alcohol and how alcohol is
harmful to teens.
Lesson 4 describes how using
alcohol affects a person’s
decisions and relationships
and how it can lead to
violence.
Lesson 5 identifies
reasons not to use alcohol,
alternatives to drinking
alcohol, and how to get help.
R Reading Strategy
Interpreting the Photo Ask
students to explain what the
message in the billboard
means. Ask: Would this
billboard capture the
attention of people driving
by? Call on students to
answer the question in the
caption. Allow students to
share examples of other
drunk driving billboards or
messages they have seen. OL
Chapter Preview
Lesson 1 Alcohol Use and Abuse ... 264
Building Health Skills ....................... 290
Lesson 2 The Nervous System ........272
TIME health news ...............................292
Lesson 3 Alcohol Use and Teens .....278
Chapter Reading Review...................293
Lesson 4 Alcohol Use and Society ..282
Chapter Assessment ......................... 294
Lesson 5 Saying No to
Alcohol Use ...................... 286
R
Thousands of people die
each year in crashes related
to drunk driving. Do you
think billboard messages
like this one help keep
people from drinking and
driving?
262
Royalty-free/Alamy
Differentiated Learning Glencoe provides
teacher support and student materials for
all learners in the health classroom.
• Spanish Glosario and chapter summaries
for the English Language Learners.
• Reading Tutor and related worksheets
support reluctant readers.
262
Working with the Photo
•
Universal Access strategies throughout
the Teacher Wraparound Edition and
Fast Files help you present materials for
gifted students, at-risk students, physically
impaired students, and those with
behavior disorders or learning disabilities.
Start-Up Activities
HEALTH QUIZ
What do you already know about alcohol use?
Take the short quiz below. Keep a record of your answers.
HEALTH QUIZ Choose the best answer for each of the following questions:
1. It is legal to drink alcohol at age 17.
a. always
b. sometimes
c. never
2. Alcohol affects the brain soon
after it is consumed.
a. always
b. sometimes
c. never
3. It is okay to get a ride with someone
who has only had one drink.
a. always
b. sometimes
c. never
4. At parties, teens should avoid
alcohol.
a. always
b. sometimes
c. never
Teens and Alcohol Assign
students the Health Quiz
and have them record
their answers. Go over
the answers as a class
and identify questions
for which students were
surprised by the answers.
Record those questions on
the board and readdress
them when you cover that
topic in the chapter.
ANSWERS: 1. c.; 2. a.; 3. c.; 4. a.
No Child Left Behind
Make this Foldable® to help you organize the
information on alcohol that’s presented in Lesson 1. Begin with a plain
sheet of 11” × 17” paper.
1
2
Fold the short
sides of a sheet
of paper inward
so that they
meet in the
middle.
Fold the
top to the
bottom.
3
Unfold and cut
along the inside
fold lines to form
four tabs.
4
Label the tabs
as shown.
Under the appropriate
tab, record what you learn
about these four topics.
Shortterm
Effects
Longterm
Effects
Alcohol
oholism
Abuse Alc
Visit glencoe.com and complete the Chapter 9 crossword puzzle.
263
Dinah Zike Foldables®
Organizing Information Students will use
their Foldable® to describe the effects of
alcohol on the body and to explain how
alcohol is addictive. Encourage students
to take notes, define terms, and sketch
diagrams under the appropriate tabs of
their Foldable.® At the end of the lesson,
assign students to use their notes to write
an exposition about alcohol use and abuse.
In an exposition, students should share
their knowledge about alcohol to help other
people understand the effects of alcohol on
the body. BL
Classroom Management
At this age, students
are trying to fit into
groups and often seek
approval from their
peers. Discussing alcohol
use may become an
underlying test of who
has tried it and who
hasn’t. This can make it
uncomfortable for some
students to share their
real thoughts. When
discussing alcohol
use, always control the
discussion and clearly
point out its negative
effects. Be sure you have
developed a classroom
culture of mutual respect
so that all students
know what behaviors
are expected. This alone
will help students feel
welcome to participate
in discussions and other
learning activities.
Have students visit
glencoe.com and
complete the crossword
puzzle for Chapter 9.
263
CHAPTER 9
Lesson 1
Lesson 1
Alcohol Use and Abuse
Activating Prior
Knowledge
What I Know Ask students
how they can distinguish
facts from myths they have
heard about alcohol. Explain
that they will be learning
about alcohol and its effects
on the body.
Building Vocabulary
As you read this lesson,
make a flashcard for each
new term.
■
■
■
■
■
Building Vocabulary
■
■
Suggest that students
write the definition on
the flashcard using their
own words. They might
also include phonetic
spellings.
Use Vocabulary
PuzzleMaker to
reinforce vocabulary
terms.
Reading Strategy
Organizing Information
Prepare a diagram on
the board like the one
shown for students to
complete while they read
the lesson. To review,
invite students to share
information to make a
class chart.
Have students
use their
Foldables®
as they read Lesson 1.
■
■
264
■
■
■
■
identify the dangers of using alcohol.
describe the short-term effects of alcohol use.
explain ways that alcohol use can damage body systems.
apply accessing-information skills to find facts about
alcohol abuse.
Reading Strategy
Organizing Information Using the diagram below as a guide, create
a chart that lists the reasons why using alcohol is dangerous.
,i>ܘÃ
7…ÞÊ1Ș}ʏVœ…œÊˆÃÊ>˜}iÀœÕÃ
,i>ܘʣ
Vœ…œÊV>˜Ê>vviVÌÊޜÕÀÊVœ˜ÌÀœÊ
œvÊޜÕÀÊLœ`Þ°
Use the Foldable® on p. 263 as you read this lesson.
Write a few sentences
describing what you
already know about
alcohol.
Alcohol abuse can lead to
a wide range of physical,
mental/emotional, and
social problems. Name
two social problems
caused by alcohol use.
264
As students write what
they already know about
how alcohol affects the
body, have them add
where they learned this
information. After they
complete the lesson, have
students evaluate their
knowledge, as well as their
sources of information.
alcohol (p. 264)
intoxicated (p. 265)
blood alcohol
concentration (p. 265)
cirrhosis (p. 269)
ulcer (p. 269)
alcohol abuse (p. 270)
alcoholism (p. 271)
Focusing on the Main Ideas
In this lesson, you will be able to
Alcohol: What Is It?
Alcohol is a drug. In fact, it is one of the most widely used and
abused drugs in the United States. Alcohol is a drug created by a
chemical reaction in some foods, especially fruits and grains. Alcohol
is addictive. It affects a person physically, mentally, emotionally,
and socially. Alcohol use can greatly harm a person’s health. It is
against the law for any person under the age of 21 to purchase it.
Poor decision making
Illness
Losing friends
Accidents
Failing grades
Injury
Addiction
Death
Chapter 9: Alcohol
Lesson 1 Resources
Chapter FAST FILE Resources
Guided Reading and Writing 9-1
Concept Mapping Activity 9-1
Cross-Curriculum Activity 9-1
Reteaching Activity 9-1
Enrichment Activity 9-1
Lesson Quiz 9-1
Technology
Transparency 9-1
Audio Summaries
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
StudentWorks™ Plus
CHAPTER 9
The Forms of Alcohol
By this point in your life, you have likely seen many TV commercials for alcohol. You may know that the three main forms of
alcohol are beer, wine, and liquor. These drinks contain ethanol,
a kind of alcohol that forms when the sugars from fruits, grains,
or vegetables are fermented with yeast.
Identify What are the three main forms
of alcohol?
The Dangers of Alcohol Use
AL
Using alcohol is a dangerous behavior. It affects your ability
to make good decisions and harms your physical health. Alcohol
is a depressant, a drug that can slow down the activity of the brain
and nervous system. A person may feel the effects of using alcohol right away. Judgment gets worse, making it more likely that
a person will make bad decisions. Using alcohol can cause loss of
control of motor skills, such as walking. If a person uses alcohol
for a long time, he or she may develop many diseases. In fact, a
person can die from drinking alcohol just once if he or she consumes too much in a short amount of time.
Lesson 1
Alcohol—A
Depressant Drug
Alcohol is a kind of drug known
as a depressant. What are
some other depressants?
Do research to find out how
alcohol acts as a depressant.
Show what you learned in a
pamphlet or on a poster.
How Alcohol Affects Individuals
Not all people are affected by alcohol in the same way. A person is intoxicated (in·TAHK·suh·kay·tuhd) when he or she feels the
effects of drinking alcohol. Being very intoxicated is also called
being drunk. Some people can drink more alcohol than others before
they become intoxicated. However, the amount of alcohol a person
drinks is only one factor in understanding how drinking affects a
person. Figure 9.1 on the next page shows some other factors.
The more alcohol that is put into the body, the more the body
is affected. The blood alcohol concentration, or BAC, is
the amount of alcohol in the blood. A BAC of 0.10
percent means that there is 1 part alcohol
per 1,000 parts of blood. Several factors
Beer
determine a person’s BAC, such as
12 oz.
how much the person weighs, the
amount of alcohol the person
Liquor
drank, and how much food is
1.5 oz.
in the person’s stomach.
=
Answer beer, liquor, wine
A 12-ounce bottle of
beer contains about the
same amount of alcohol
as a 5-ounce glass of
wine or 1.5 ounces of
liquor. Why might the
same amount of alcohol affect two people
differently?
Alcohol—A Depressant Drug
Alcohol and other
depressant drugs block
chemical messages so
that a nerve cell does not
respond to stimulation.
This causes sluggishness.
Suggest that students label
a diagram of the brain,
showing how depressants
affect the different parts.
(Cerebral cortex: depresses
inhibitions, slows down
thought processes;
cerebellum: causes loss of
balance; hypothalamus and
pituitary gland: increases
urine production; brain
stem: decreases breathing
rate, blood pressure, and
body temperature.)
Wine
5 oz.
=
Lesson 1: Alcohol Use and Abuse 265
AL Active Learning
Presentation Have small
groups prepare a multimedia
presentation in which they
describe the dangers of
alcohol. Encourage students
to find additional information
about the dangers of alcohol
from outside sources. OL
Caption Answers
Why is the legal drinking age 21? According
to Mothers Against Drunk Driving, the
number of adolescent deaths caused by
drunk driving was much higher when the
legal drinking age was 18. Once the law
changed the drinking age back to 21, the
number of fatalities significantly decreased.
Even more importantly, recent studies show
that the adolescent brain reacts to alcohol
differently than an adult brain. During
adolescence, the brain is undergoing a
huge amount of development. Alcohol has
been found to cause significant memory
loss and learning problems.
Photo Caption, p. 264
Social health may be
affected by poor decision
making and auto accidents.
Photo Caption, p. 265
Sample answer: The two
people might differ in size.
265
CHAPTER 9
FIGURE 9.1
Lesson 1
R
R Reading Strategy
Analyzing a Graphic Make
sure students understand
Figure 9.1 by asking: Who is
more affected by alcohol—
males or females? females
Are larger or smaller people
more affected by alcohol?
smaller Why do you think
drinking alcohol while taking
other drugs or medications is
dangerous? Sample answer:
The combined effects of
alcohol and other substances
can cause the brain to stop
working. OL
ALCOHOL: DIFFERENT EFFECTS ON DIFFERENT PEOPLE
A person’s body size helps determine how he or she will be affected
by alcohol. What are some other factors that explain how a
person will be affected by alcohol?
Factor
Description
Size and gender
Males can usually consume more alcohol before being affected by it than
females. Also, the less a person weighs, the more easily and quickly he or she
will be affected by alcohol.
Food in the stomach
If there is food in the stomach, the body will absorb the alcohol more slowly.
How fast a person
drinks
Drinking quickly raises the level of alcohol in the blood because the body has
less time to process it.
Other substances in
the body
Drinking alcohol while taking certain medications and other drugs may have
dangerous effects and can even be fatal.
In most states, a person is legally intoxicated when the BAC is
greater than 0.08 percent, while in a few states, it is 0.01 percent.
In most states, anyone under 21 is legally intoxicated if the BAC is
greater than 0.02 percent. Police officers can measure the BAC in
a person’s body if they think that the person is driving drunk.
Over time, alcohol can damage the brain, heart, liver, and kidneys. It can also change how some medications act in the body.
Consuming alcohol can also cause weight gain. It dehydrates the
body, making your skin look older.
Academic Vocabulary
Concentrate Let volunteers
read aloud the definition
and example sentence. To
help students recognize
the problems alcohol can
cause by interfering with
concentration, ask: Why do
you need to concentrate
in school and when you’re
doing homework? Why is
it important to concentrate
when you’re making an
important decision? You will
find academic vocabulary
activities in the Student
Activities Workbook.
Figure Intoxicated means
the person is feeling the
effects of drinking alcohol.
Explain What does intoxicated mean?
Short-Term Effects of Alcohol Use
Academic Vocabulary
concentrate (KON suhn
treyt) (verb) to focus
on a thought; gather
together; strengthen or
thicken. It is difficult for
Reiko to concentrate on
her homework because
her neighbors are listening
to loud music.
266
Alcohol has both short- and long-term effects on the body.
Some of the harmful short-term effects of alcohol are listed in
Figure 9.2.
Alcohol Use and the Brain
Alcohol is absorbed into the bloodstream and reaches the
brain almost as soon as it is consumed. Immediately, the brain
and nervous system slow down. Even after only one drink, it
becomes difficult to think. That’s because alcohol blocks messages
trying to get to the brain. After more drinks, it becomes harder
to concentrate and remember. It is also hard to speak clearly or
walk in a straight line. People who are drunk may also feel dizzy,
have blurred vision, and lose their balance.
Chapter 9: Alcohol
Caption Answer
Figure Caption Any of
the following: gender,
amount of food in the
stomach, how quickly he
or she drank, and other
substances in the body
266
Alcohol and Physical Fitness Involvement
in healthy, fun activities can help teens avoid
experimenting with alcohol. Have students
look through the Group Fitness Activities
in the Fitness Zone Handbook. Ask: How
do these activities help you become and
stay healthy? (Be sure students consider all
three sides of the health triangle.) How can
participating in these activities help you
refuse alcohol when it’s offered? For more
information, see Fitness Zone Handbook
pages xviii-1 or visit the Fitness Zone at
glencoe.com.
CHAPTER 9
Different parts of the brain have different functions. One part
of the brain helps a person make decisions. When alcohol reaches
that part of the brain, it becomes more difficult for the person to
make good decisions. Because of this, a person who drinks alcohol
can cause arguments, physical fights, and vehicle accidents. The
person may also engage in risky behavior, such as using illegal
drugs or engaging in sexual activity.
Lesson 1
R Reading Strategy
FIGURE 9.2
R
HOW ALCOHOL HARMS THE B ODY
Alcohol has both short- and long-term effects on body systems.
What effect does alcohol have on the blood vessels?
Brain
Immediate effects: Impaired judgment, reasoning, memory, and concentration; slowed reaction
time; decreased coordination; slurred speech; distorted vision and hearing; reduced inhibitions;
alcohol poisoning, causing unconsciousness and even death
Long-term effects: Brain cell destruction, nervous-system disorders, and memory loss
Heart
Immediate effects: Increased
heart rate
Long-term effects: Irregular
heartbeat; heart-muscle damage
AL
AL Active Learning
Liver
Immediate effects: Processes of
the liver, which filters out over
90% of the alcohol in the body,
may become unbalanced
Blood Vessels
Long-term effects: Scarring and
destruction of liver tissue and
liver cancer, which can both
cause death
Long-term effects: High
blood pressure, stroke
Kidneys
Stomach
Immediate effects: Increased
urination, which can result in
dehydration, headache, and
dizziness
Immediate effects: Vomiting,
which can lead to choking
and death
Long-term effects: Kidney failure e.
resulting from high blood
pressure
Analyzing a Graphic Use
Figure 9.2 to help students
trace the path of alcohol in
the body (mouth, stomach,
intestines, bloodstream,
heart, brain, liver, kidneys). At
each organ, ask students to
describe the short-term and
long-term effects of alcohol
on that organ. Explain that
short-term effects are the
result of drinking alcohol
on one separate occasion.
The long-term effects are
caused when alcohol is used
habitually over a long period
of time. Then ask: Is there any
part of the body not affected
by alcohol? no OL
Immediate effects: Widened
blood vessels, creating a
false sense of warmth
Long-term effects: Ulcers (open
sores) in the stomach lining;
stomach cancer
Chunking Have students
point to each body part as
volunteers read the text in
Figure 9.2 describing the
effects of alcohol on those
organs and systems. Repeat,
rephrase, or demonstrate the
descriptions as necessary
to help students understand
each effect. Then ask
students to list the body
systems and organs shown in
the picture that are affected
by drinking alcohol. EL
Lesson 1: Alcohol Use and Abuse 267
Caption Answer
Alcohol Poisoning Drinking a large amount
of alcohol at one time can be deadly.
Alcohol poisoning is a severe physical
reaction to an overdose of alcohol and can
be fatal. Since alcohol acts as a depressant,
it shuts down involuntary actions such as
breathing and the gag reflex that prevents
choking. Consuming too much alcohol can
cause mental confusion, slow and irregular
breathing, coma, or seizures. If not roused,
the person may vomit and choke while
unconscious, causing suffocation and death.
Figure Caption Alcohol
enlarges blood vessels,
creating a false sense of
warmth. Long-term use
can lead to high blood
pressure and stroke.
267
CHAPTER 9
Alcohol and the Heart
Lesson 1
Alcohol affects the way the heart pumps blood through the
body. It makes the blood vessels wider, bringing the blood closer
to the surface of the skin. This makes the person drinking alcohol
feel warm, even though his or her body temperature is actually
dropping. Alcohol also slows down a person’s heart rate.
W Writing Support
Expository Writing Have
students write two or three
paragraphs that describe the
short-term effects of alcohol
on the body. Students should
include the effects of alcohol
on the brain, heart, liver,
kidneys, blood vessels, and
stomach. Remind students
that expository writing clearly
explains ideas so that the
reader understands them. Be
sure students prepare a draft,
proofread, and revise their
work before turning it in. OL
Alcohol and the Liver and Kidneys
W
Short-term use of alcohol affects the liver and kidneys. The
liver acts like a filter, taking alcohol from the bloodstream and
removing it from the body. However, the liver can only do this for
about half an ounce of alcohol each hour. The extra alcohol stays
in the bloodstream and affects the body.
Alcohol causes the kidneys to make more urine. This can lead
to dehydration, which is the loss of important body fluids. This is
why people who drink too much often feel thirsty the next day.
Identify What is one short-term effect of
alcohol on the kidneys?
Long-Term Effects of Alcohol Use
Answer Alcohol
causes the kidneys to
make more urine.
AL
Drinking over a long period of time can lead to major health
problems and even death. Long-term alcohol use can cause cirrhosis of the liver and ulcers in the stomach. Drinking alcohol while
pregnant can also cause harm to the unborn child.
AL Active Learning
Learning Stations Divide
the class into five groups.
Have the groups rotate
through five learning stations
at four-minute intervals.
At each learning station,
place a diagram of one of
the following: brain, heart
and blood vessels, liver and
kidneys, stomach, and a
fetus. At each station, have
students make their own list
of the long-term effects of
alcohol on that part of the
body. When the groups have
finished, discuss these longterm effects as a class. Ask:
Why do ulcers form in the
stomach? Alcohol irritates
the lining of the stomach,
causing ulcers. OL
Caption Answer
Photo Caption Sample
answer: kidneys, heart, and
brain
268
The picture on the left
shows a normal liver.
The one on the right
shows a liver affected by
cirrhosis, a disease often
caused by alcohol use.
What other organs are
affected by alcohol?
268
Chapter 9: Alcohol
(l) SIU/Custom Medical Stock Photo; (r) Custom Medical Stock Photo
What is a hangover? Symptoms of a
hangover include headache, nausea,
dizziness, vomiting, thirst, and fatigue.
Challenge students to use what they know
about the short-term effects of alcohol use
to explain why a person would have these
symptoms after drinking alcohol. (Headache
is a result of dehydration of the brain, and
because the brain isn’t working properly
dizziness and fatigue are experienced.
Thirst is the result of dehydration. Nausea
and vomiting are caused by the toxins
in alcohol that the liver was not able to
remove from the body.) OL
CHAPTER 9
Lesson 1
Accessing Information
Alcoholism
People who are addicted to alcohol are called alcoholics. There are various
ways for alcoholics to get help for their addiction. To find valid information
about overcoming alcoholism, follow these steps:
1. Research alcohol addiction.
2. Learn about local organizations that provide help to alcoholics.
3. Contact Alcoholics Anonymous (AA) and learn about their 12-step
program for dealing with this addiction.
With a Group
Find out if your community has a chapter of Al-Anon or Alateen. These
organizations support people whose friends or relatives have problems
with alcohol. Al-Anon and Alateen can provide you with more information
about alcoholism. Once you and your group have gathered your information,
create a poster to present your findings to the class. As a class, organize an
Alcoholism Awareness Day at your school. Put up your posters and hand out
flyers containing the information you found about this disease and stating how
people can get help for alcoholism.
Cirrhosis
Using alcohol can severely damage the liver. If used over a long
period of time, it can cause cirrhosis (suh·ROH·suhs), which is
the scarring and destruction of liver tissue. If a person keeps abusing
alcohol, the normal liver cells turn into scar tissue. This scar tissue keeps blood from flowing normally through the liver. This
can make it very difficult for the liver to carry out its important
functions, which can cause serious health problems.
Symptoms of cirrhosis may include nausea, weight loss, yellowing of the eyes and skin, bleeding in the digestive system,
itching, and swelling of the legs and feet. Although liver damage
cannot be reversed, treatment can help prevent further damage
and control the symptoms. In some cases where the damage to the
liver is too severe, a liver transplant may be the only option.
Accessing Information
Alcoholism
Use the following
strategies to help students
complete the activity.
• Give groups time to
research alcoholism on
the Internet or in the
school library.
• Give students the choice
of creating a poster or
a flyer that describes
what they learned about
alcoholism.
• Arrange a suitable date
for an Alcohol Awareness
day at your school.
You might coincide this
day with other drug
awareness programs
in your school. Invite
groups to hand out flyers
and present their posters
on this day.
AL
Ulcers
When a person uses too much alcohol over time, the lining
of the stomach becomes irritated. This causes ulcers to form. An
ulcer (UHL·ser) is an open sore in the stomach lining. When an ulcer
Lesson 1: Alcohol Use and Abuse 269
In the Community An estimated 6.6 million
children under age 18 live in households
with at least one alcoholic parent. Invite
a representative from Alcoholics
Anonymous, Alateen, or Al-anon to come
to your classroom to describe the effects
of alcohol abuse on the alcoholic and his
or her family. Ask this representative to
give students strategies for coping with an
alcoholic in the family or helping a friend
who is struggling with alcohol abuse.
Suggest that each student prepare one
question about alcohol abuse or alcoholism
to ask the representative. OL
269
Jon Bradley/Getty Images
CHAPTER 9
This support group
was formed to help
families of people
who suffer from
alcoholism. What
are some support
groups for alcoholism in your area?
Lesson 1
HS Health Skills
Practice
Practicing Healthful
Behaviors Explain that
some people abuse alcohol
to help them deal with their
problems. Emphasize that
alcohol only covers up the
problems; the problems
and bad feelings do not go
away. Encourage students
to brainstorm ways to cope
with problems that seem too
large to deal with. List their
suggestions on the board.
Then have them role-play
a scenario with a partner in
which they use one of these
coping skills. OL
forms, the acid in the stomach can damage the intestine or stomach
tissue. It is very painful. Ulcers can be treated with medication.
Ulcers left untreated can cause life-threatening problems.
Fetal Alcohol Syndrome
Even babies who aren’t born yet can be harmed by alcohol.
Suppose a pregnant female drinks alcohol. It goes through her
bloodstream to the umbilical cord, the tube that brings blood
and oxygen to her unborn baby. This can cause fetal alcohol
syndrome (FAS). An FAS baby may have birth defects such as a
small head and small brain. As these babies grow, they may also
have major speech and learning problems.
Substance Abuse
Counselor
Substance Abuse
Counselor Let
volunteers read
aloud the information
in the text, and guide
students in discussing
careers as substance
abuse counselors. Ask:
What do you think
would make this career
especially rewarding?
What might make this
career very challenging?
Then have other
volunteers visit
glencoe.com, read the
information there, and
present it to the class.
A substance abuse
counselor helps
individuals and families deal
with substance abuse.
Substance abuse can be
alcohol or drug abuse or both.
Counselors perform many
activities, including diagnosing
the addiction, managing
treatment, counseling, and
prevention strategies. If you
want to be a substance abuse
counselor, you should take
classes in biology and
psychology.
What skills does a substance
abuse counselor need?
Go to Career Corner at
glencoe.com to find out.
270
Caption Answer
Photo Caption Sample
answer: Alcoholics
Anonymous and Alateen
270
Alcohol Is Addictive
HS
Like many other drugs, alcohol is addictive. An addiction is a
psychological or physical need for a drug or other substance. Over
time, the need for alcohol may become so strong that a person
may feel sick without it. Using alcohol becomes the most important part of that person’s life. A person who is addicted to alcohol
is called an alcoholic.
Alcohol Abuse
Alcohol abuse is using alcohol in ways that are unhealthy, illegal,
or both. People may abuse alcohol because they are worried about
something or because they feel insecure. They may also drink to deal
with their problems. However, alcohol doesn’t make the problems
go away. Alcohol abuse can lead to a disease known as alcoholism.
Chapter 9: Alcohol
Students Who Know an Alcoholic
According to Alcoholics Anonymous,
alcoholics are not ready for recovery
until they can admit they have a drinking
problem and want to recover. Teens
can feel very helpless watching a loved
one with alcoholism. Some teens may
even experience abuse from this person.
Encourage teens to tell a trusted adult,
especially if they are experiencing abuse.
Also encourage teens to contact Alateen,
support groups for teens who have
alcoholic parents. OL
CHAPTER 9
Alcoholism
Lesson 1
Alcoholism is a disease in which a person has a physical and
psychological need for alcohol. It is a curable disease that requires
treatment like counseling or even spending time in a hospital.
People may be alcoholics if they frequently drink alone or
get drunk. Alcohol becomes more important to them than any
other part of their lives—more important than family, friends, and
work. In fact, alcoholics may stop participating in other activities
just so they can drink. They often make excuses for drinking or
refuse to admit how much they drink. Also, alcoholics may have
blackouts, or periods when they cannot remember what they said
or did while drinking. They might hurt themselves or hurt others.
Alcoholics can recover from their addiction. Organizations
and support groups, such as Alcoholics Anonymous (AA), can help
people who are addicted to alcohol. These groups can also help
friends and families of alcoholics.
Answer Any two:
frequently getting drunk or
drinking alone, stopping
participation in other
activities, making excuses
for drinking, refusing to
admit drinking, having
blackouts
Visit glencoe.com and
complete the Interactive Study
Guide for Lesson 1.
Identify What are two symptoms of
alcoholism?
Assessment Resources
Lesson Review Quiz
ExamView
Fast Files Activities
Online Quizzes and
Activities
Lesson 1 Review
Reteaching
Review this lesson for new terms, major headings, and Reading Checks.
•
6. Analyze Why is it risky for a pregnant
female to drink alcohol?
What I Learned
1. Vocabulary Define alcohol.
Enrichment
2. Identify What is alcohol abuse?
Applying Health Skills
3. Explain What are some short-term
effects of alcohol on the body?
7. Advocacy Design a T-shirt that influences teens to lead an alcohol-free
lifestyle. Use information about the
short-term and long-term effects of
alcohol to think of a catchy slogan and
message that can be displayed on the
T-shirt. What are some other facts you
can add to your product to encourage
teens to choose the positive health
practice of being alcohol free?
4. Describe What kinds of long-term
damage can alcohol use cause?
Thinking Critically
5. Evaluate Explain how being addicted to
alcohol can be harmful to your health.
For more Lesson Review Activities, go to glencoe.com.
Assign Concept Map 9-1 or
Reteaching Activity 9-1 in
the Fast Files
Lesson 1: Alcohol Use and Abuse 271
•
•
Assign Enrichment Activity
9-1 in the Fast Files.
Challenge students to find
out exactly how alcohol
affects nerve cells in the
brain. Suggest that they
create a poster of what
they learned and present it
to the class.
Ask students to explain
three reasons why drinking
alcohol is not healthful for
teens.
Lesson 1 Review Answers
1. Alcohol is a drug created by a chemical
reaction in fruits and grains.
2. Alcohol abuse is using alcohol in ways that
are unhealthy, illegal, or both.
3. Alcohol impairs judgment, reduces
concentration, and harms many body organs.
4. cirrhosis of the liver, kidney failure, high blood
pressure, and stomach ulcers
5. Addiction leads to long-term alcohol use
which can damage many body organs
causing serious illness or death.
6. Sample answer: If a pregnant female drinks
alcohol, her baby can develop fetal alcohol
syndrome.
7. Designs should feature motivational phrases
and brief facts about alcohol taken from the
lesson.
271
CHAPTER 9
Lesson 2
Lesson 2
The Nervous System
Activating Prior
Knowledge
What I Know Ask students
to explain what the nervous
system does for the body.
List their responses on the
board. Prompt students in
revising this list as you go
through the lesson.
Building Vocabulary
■
■
■
Building Vocabulary
■
■
■
■
Have students make
a concept map that
shows the relationship
among all the terms.
Suggest that students
use “Nervous System”
at the top of the concept
map.
Use Vocabulary
PuzzleMaker to
reinforce vocabulary
terms.
neurons (p. 272)
central nervous system
(p. 272)
peripheral nervous
system (p. 272)
brain (p. 273)
spinal cord (p. 273)
Write a short paragraph
describing how you can
protect your nervous
system.
Reading Strategy
Predicting Suggest that
students review their
question after reading
each section of the
lesson. If their question is
answered by the lesson
content, have them write
an answer. Otherwise,
help them find the
resources to answer their
question.
272
In this lesson, you will be able to
■
■
■
■
list the parts of the nervous system.
describe problems of the nervous system.
explain how you can keep your nervous system healthy.
practice decision-making skills to protect the nervous
system.
Reading Strategy
Predicting Look at the headings in this lesson. Write a
question that you think the lesson will answer. After
reading, check to see if your question was answered.
The Control Center of the Body
Your nervous system is your body’s control center. It carries
messages back and forth between your brain and the rest of your
body. It controls your senses: your ability to smell, touch, hear,
taste, and see. It controls your breathing and the flow of blood
throughout your body. It also controls your thoughts and movements. Your nervous system can be harmed or even permanently
damaged by alcohol use.
Neurons are cells that make up the nervous system. Neurons are
also called nerve cells. They send and receive messages to and from
the brain. This information is sent in the form of tiny electrical
charges. You can see how neurons communicate in Figure 9.3.
Name What is another name for neurons?
The Parts of the Nervous System
Your nervous system can be divided into two parts. The
central nervous system (CNS) is made up of the brain and the
spinal cord. The peripheral nervous system (PNS) is made
up of the nerves that connect the central nervous system to all parts of
the body.
272
To help students get
started, review the parts of
the nervous system. Then
have students think about
the reasons for some
everyday safety habits
such as wearing bike
helmets.
Focusing on the Main Ideas
Write down each term below.
As you come across it in your
reading, write down the
definition.
Chapter 9: Alcohol
Lesson 2 Resources
Chapter FAST FILE Resources
Guided Reading and Writing 9-2
Health Lab 9-2
Decision-Making Activity 9-2
Reteaching Activity 9-2
Enrichment Activity 9-2
Lesson Quiz 9-2
Technology
Transparency 9-2
Audio Summaries
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
StudentWorks™ Plus
CHAPTER 9
FIGURE 9.3
R
Lesson 2
NEURONS: YOUR MESSAGE CARRIERS
When you want to catch a ball, your neurons send messages to
your muscles. What might happen if your nervous system
were not working properly?
R Reading Strategy
the ball hits your gloved hand,
1 When
the skin’s receptor cells receive the
Brain
message “The ball has arrived.”
neurons send this
2 Sensory
message in the form of
Muscle
Spinal cord
electrical charges to the
spinal cord and brain.
Neuron paths
the spinal cord and brain,
3 Inconnecting
neurons translate
U
the message “The ball has
arrived” into one directed to
your muscles: “Squeeze.”
4
1
neurons deliver
4 Motor
the “Squeeze” message
to your muscles, and
your hand grips the ball.
3
2
Your brain is the most important part of these systems. The
brain is the command center, or coordinator, of the nervous system.
It receives information and sends messages to the other parts of
the body. It works with the spinal cord, a long bundle of neurons
that sends messages to and from the brain and all parts of the body.
Figure 9.4 shows the different parts of the nervous system.
U Universal Access
Learning Disabled Give
students a ball and tell them
to squeeze it. Ask: How
did your hands know to
squeeze the ball? Ears heard
instructions and message
sent to brain. Brain sent
message to neurons and
hand squeezes. Take back the
ball. Then have students trace
on their body the path of the
message from their ears to
the brain to their hands. BL
Academic Vocabulary
Coordinate After students
have read and discussed the
definition of coordinate, write
the words coordinator and
coordination on the board.
Help students examine how
the three words are related.
You will find academic
vocabulary activities in the
Student Activities Workbook.
Describe What is the function of the brain?
Problems of the Nervous System
The nervous system can become injured, or it may be affected
by diseases and disorders.
Injuries
One of the most common causes of damage to the nervous system is physical injury. If you injure your head, neck, or back, it can
be very harmful to your nervous system and your overall health.
Lesson 2: The Nervous System 273
Is my brain still growing? During the period
of adolescence—approximately between
the ages of 10 and 20—the brain is going
though dramatic changes. Although all
parts of the brain change during this time,
most of the changes occur in the cerebrum.
Connections between many of the neurons
Analyzing a Graphic Use
Figure 9.3 to help students
trace the path on which
messages travel to and from
the brain. Ask: In what form
are these messages sent in
the nervous system? as tiny
electrical charges OL
in the cerebrum are being molded and
fine tuned based on the adolescent’s
experience. These changes play a critical
role in memory, impulse control, decision
making, planning, and other forms of
abstract thinking. These parts of the brain
are most susceptible to damage by alcohol.
Answer, p. 272 nerve cells
Answer The brain is the
command center of the
nervous system.
Caption Answer
Figure Caption You could
not catch a ball.
273
CHAPTER 9
FIGURE 9.4
Lesson 2
R Reading Strategy
Analyzing a Graphic Instruct
students to find the top of
their own spinal cord at the
base of their skull. Have them
follow Figure 9.4 and move
their fingers up to the brain
stem and cerebellum, then to
the cerebrum. At each part of
the brain, encourage students
to recite its function to
themselves. Ask: What is the
function of the spinal cord?
to connect the brain to the
peripheral nervous system
YOUR NERVOUS SYSTEM
R
Brain
Your CNS is your brain and spinal cord. It controls
heart rate, breathing, and digestion. Your PNS is all
your other nerves. The nerves of your PNS link your
CNS to your muscles. What part of your CNS lets
you ride a bicycle?
Peripheral
nerves
Spinal Cord
cerebrum is the largest part of the
A The
brain. It processes thoughts, interprets
information from the sense organs, and
controls voluntary muscle movement.
OL
AL Active Learning
Real-World Connection
People who experience spinal
cord injuries have varying
degrees of paralysis. Arrange
to invite a representative
from the National Wheelchair
Basketball Association to visit
with students as they study
this section. Alternatively,
have interested students
investigate wheelchair sports
on the Internet or print
resources. Students might
bring articles to share with
the rest of the class. Have
students write about their
findings and explain the
importance of caring for the
nervous system. OL
cerebellum maintains
B The
balance and coordination.
brain stem connects the brain to
C The
the spinal cord. It controls involuntary
muscle movement such as breathing.
Finding a Cure
Advances in science can help
people who suffer from
diseases such as multiple
sclerosis (MS) and cerebral
palsy. Many organizations work
to help medical researchers
find cures for these disorders.
Find out what these
organizations do and how a
person can help them. Report
your findings to the class.
274
Caption Answer
Photo Caption Sample
answer: cerebellum and
spinal cord
274
For example, a spinal cord injury can lead to paralysis. This means
that a person loses feeling in, and often cannot move, some parts
of the body. A brain injury can cause brain damage, loss of memory, and the loss of some physical abilities, such as being able to tie
your shoes.
AL
Disorders
There are also some medical disorders that can harm the nervous system. Multiple sclerosis, or MS, is a disorder that attacks the
central nervous system. This disease damages the outer part of
some nerves. Because of this, the nerves can’t send messages properly. MS can cause problems with thinking and memory. Some
people aren’t able to walk because of MS. Another disease of the
nervous system is cerebral palsy, which is caused by damage to
the brain as it is growing. At this time, there is no cure for either
of these diseases.
Chapter 9: Alcohol
Computerized Wheelchairs According
to the Centers for Disease Control and
Prevention (CDC), nearly 200,000 people in
the United States have a disability related
to a spinal injury. Many of these people
rely on wheelchairs for mobility. Recently,
a completely new computerized wheelchair
has been developed. This wheelchair, which
was invented by Dean Kamen, can climb
stairs, travel across uneven terrain, and
raise the occupant to the same height as
a standing person. Have students find out
more about this wheelchair and create a
pamphlet that describes how it works. AL
CHAPTER 9
U
Alzheimer’s disease, Parkinson’s disease,
and epilepsy also harm the nervous system.
Alzheimer’s disease, which normally affects
older adults, harms the brain and causes a loss
of memory. Alzheimer’s eventually causes
mental deterioration and death. People with
Parkinson’s disease often have shaking and
stiffness of the arms and legs. Epilepsy is a
nervous system disorder that occurs when
the signals in the brain aren’t sent in the
normal way. A person with epilepsy experiences seizures, which are strong muscle
twitches caused by abnormal electrical
activity in the brain. A person having
a seizure may lose control of his or her
muscles, may not be able to speak for a
short time, or may lose consciousness for
a short time.
Infections
Some viruses cause illnesses that can harm the
nervous system. Some examples are polio, rabies
(RAY-beez), and meningitis (meh·nhn·JY·tuhs).
Today, there are vaccines that help protect people from some of these illnesses. Other illnesses
may be treated with medicine.
Lesson 2
Mark has cerebral palsy, a nervous system
disorder. He is an honor student and active
in his community. Name two other nervous
system disorders.
Finding a Cure Assign
small groups a nervous
system disorder. Groups
can use Internet resources
to find an organization that
supports people with their
assigned disorder. Groups
should find out how this
organization helps people
with the disorder. Groups
should also suggest at
least one way to help their
organization.
U Universal Access
English Language
Learners Draw a T Chart. In
the left column have a list of
the nervous system disorders
mentioned in the chapter. In
the right column have the
student write the definition of
the disorder as they read the
chapter and write the page
number where the definition
can be found. EL
Alcohol and Drug Abuse
You know that alcohol can affect your brain.
It can destroy millions of brain cells, which can
never be replaced. Alcohol use can also affect your
thinking and how your body moves. Other drugs
can also harm your nervous system. Some drugs
harm the part of the brain that helps control
your heart rate, breathing, and sleeping. Other
drugs affect the way your nervous system sends
and receives messages. In fact, some drugs harm
the nervous system so much that people using
them may imagine objects or lights that aren’t
really there. This is called hallucinating.
Answer polio, rabies,
meningitis
Name What are three
viruses that can harm the nervous system?
Alcohol affects the activity of the brain, as this
CAT scan shows. What other substances or
factors might affect brain activity?
Lesson 2: The Nervous System 275
(t) Reuters/CORBIS; (b) Pascal Goetgheluck/Photo Researchers, Inc.
Caption Answer
Relatives with Alzheimer’s Disease With
Alzheimer’s disease being ranked as the
eighth cause of death, many students
may have a relative or family friend with
the disease. Watching a person with
Alzheimer’s slowly lose his or her memory
can be scary. Explain that there are still
many ways to spend time with a person
with Alzheimer’s. Suggest baking cookies,
taking photos and creating a collage,
giving a manicure, and reminiscing about
a favorite summer. Encourage students to
list five other things to do. Point out that the
best ideas are simple ones. OL
Photo Caption, top Any
two: multiple sclerosis,
Alzheimer’s disease,
Parkinson’s disease,
epilepsy
Photo Caption, bottom
Drugs affect brain activity.
275
CHAPTER 9
Lesson 2
Decision Making
Skateboard Safety
Decision Making
Jason is on his way home after picking up his skateboard from the repair
shop. He does not have his helmet. He sees his friends Michael and Beth, who
both have their skateboards. They ask Jason if he wants to skateboard with
them. Jason wants to hang out with his friends, but he feels a lot safer when
he wears his helmet. He’s also thinking about his parents. He wants them to
always know where he is and if he might be getting home late.
Skateboard Safety
Use the following
strategies to help students
complete the activity.
• Tell students to discuss
the decision-making
steps as a group.
Students should state
the situation, list Jason’s
options, weigh the
possible outcome of
Jason’s decision, and
consider values. Then
have students state the
healthy decision they
feel that Jason should
make and evaluate that
decision.
• When all groups have
completed the activity,
have a class discussion.
Ask groups to share their
results.
What Would You Do?
Suppose you were in Jason’s situation. Use the six steps of the decisionmaking process to make a healthful choice.
1. State the situation.
4. Consider your values.
2. List the options.
5. Make a decision and act on it.
3. Weigh the possible outcomes.
6. Evaluate the decision.
Taking Care of Your Nervous System
AL Active Learning
Cartoons Have students
create a cartoon that
either promotes the use of
protective gear or explains
safety rules to keep the
nervous system safe.
Cartoons can be a single
panel or a series of panels
and can be in black and white
or color. Remind students
that although many cartoons
are funny, they do not always
have to contain humor.
Display students’ cartoons
throughout the school. OL
Visit glencoe.com and
complete the Interactive Study
Guide for Lesson 2.
276
Remember, your nervous system is your body’s control center.
Any damage to it can directly affect your other body systems.
Therefore, it is very important to take good care of your nervous
system.
One way to take care of your nervous system is to follow positive health practices by leading a healthy lifestyle. Be sure to eat
nutritious foods and get enough rest. Also, do your best to protect
yourself from disease. Even though you have already been vaccinated against some harmful diseases, you can take steps to avoid
others. For example, to protect yourself from rabies, stay away
from unfamiliar or wild animals.
If you participate in sports and other physical activities, it is
important to protect yourself from physical injury. A good way
to start is by wearing protective gear, such as a helmet, to protect
your brain when skateboarding, in-line skating, riding a bicycle,
or playing contact sports. If you enjoy indoor or outdoor water
sports, never dive into shallow water. If you participate in gymnastics, make sure you always have someone to spot you. If you’re
thinking of adding weight lifting to your physical activities, be
sure to protect your back and spinal cord by lifting properly.
AL
Chapter 9: Alcohol
Caption Answer
Photo Caption, p. 277 Any
two: avoid alcohol and
drugs, protect against
disease, follow safety rules,
lead a healthy lifestyle
276
In the Community Invite a sports medicine
physician, physical therapist, or sports
trainer to talk about safety gear and rules
that help to keep sports safe. Encourage
students to bring in their own protective
gear so that they can get help adjusting it
for optimal protection. Have school gear on
hand for students who may not have their
own. Also have your speaker talk about and
demonstrate exercises that strengthen the
muscles supporting the nervous system.
Have students practice these exercises
under the supervision of the speaker. OL
David Young-Wolff/PhotoEdit
These teens know that
wearing a helmet is a
good way to protect their
nervous systems. Name
two other actions you
can take to protect your
nervous system.
CHAPTER 9
Lesson 2
Answer wearing protective
gear, such as a helmet
Another way to keep your nervous system safe is to follow
basic safety rules. For example, follow the traffic laws when you
are riding your bicycle. Wear your safety belt anytime you’re in
a car. You can also use positive health behaviors, such as deciding to never use alcohol or other drugs. Think about it: You
need healthy brain cells for your whole life. Why damage them
with alcohol and drug use? If you stay away from alcohol and
drugs, you can protect yourself from permanent damage to your
nervous system.
Assessment Resources
Lesson Review Quiz
ExamView
Fast Files Activities
Online Quizzes and
Activities
Reteaching
Identify What is one way you can prevent
physical damage to your nervous system?
•
Lesson 2 Review
•
Review this lesson for new terms, major headings, and Reading Checks.
6. Apply What decisions can you make to
keep your nervous system healthy?
What I Learned
1. Vocabulary Define neuron.
2. Name List the two parts of the nervous
system.
3. Explain Describe how multiple sclerosis
affects the nervous system.
4. Describe How can alcohol damage the
nervous system?
Thinking Critically
5. Hypothesize If the PNS stopped working,
what would happen to the CNS?
Enrichment
Applying Health Skills
•
7. Accessing Information Epilepsy is a
nervous system disorder in which a person has seizures. During a seizure, the
person may lose consciousness, twitch,
and shake. Use library and Internet
resources to investigate what happens in
the brain of a person who has epilepsy.
Write a paragraph describing what
you find.
For more Lesson Review Activities, go to glencoe.com.
Assign Concept Map 9-2 or
Reteaching Activity 9-2 in
the Fast Files
Have students make a list
of causes that negatively
affect the function of the
nervous system. Then have
them write the effects of
each cause.
Lesson 2: The Nervous System 277
•
Assign Enrichment Activity
9-2 in the Fast Files.
Have students prepare
a survey that assesses
people’s knowledge of how
to keep the nervous system
healthy and whether they
practice what they know.
Have students list at least
four ways to protect their
nervous system.
Lesson 2 Review Answers
1. a cell that makes up the nervous system
2. central nervous system and peripheral
nervous system
3. MS damages the outer part of some nerves
so that they cannot send messages properly.
4. Alcohol can destroy brain cells.
5. Sample answer: The central nervous system
could not receive messages from the nerves
in the body, so the body could not respond to
what it senses.
6. Sample answer: Wear a helmet while
bicycling or in-line skating and never use
drugs or alcohol.
7. Paragraphs should explain that nerve
clusters in the brain of a person with epilepsy
sometimes signal abnormally, which disrupts
the normal pattern of nerve activity.
277
CHAPTER 9
Lesson 3
Lesson 3
Alcohol Use and Teens
Activating Prior
Knowledge
What I Know Ask students
to estimate the percentage of
teens who use alcohol. Then
ask why they think teens use
alcohol. List their responses
on the board and review
them at the end of the lesson.
Building Vocabulary
In your notebook, use each
term below in a sentence
that shows its meaning.
Focusing on the Main Ideas
In this lesson, you will be able to
■
binge drinking (p. 279)
■
describe reasons why some teens may choose to use
alcohol.
explain why alcohol is harmful to teens.
■
minor (p. 281)
■
demonstrate positive ways to handle difficult emotions.
■
Reading Strategy
Predicting Look at the main headings, figures, and captions
before you read this lesson. Predict the kinds of information
you might learn from the lesson. Write down three items you
think might be covered in this lesson.
Building Vocabulary
■
■
Explain that binge
means “overindulge
or gorge.” Then have
students write a
definition for binge
drinking using their
own words.
Use Vocabulary
PuzzleMaker to
reinforce vocabulary
terms.
Write a few sentences
describing why you
think a teen might
choose to drink alcohol.
Reading Strategy
Predicting Have students
write down their
predictions on a piece
of paper and slip it in
the book at the end of
the lesson. After reading
the lesson, students can
evaluate their predictions.
To introduce the Quick
Write activity, lead a class
discussion about why
students think alcohol
seems to appeal to some
teens.
Caption Answer
Photo Caption The people
in the ad make the product
seem exciting and fun.
278
Why Do Some Teens Use Alcohol?
Studies show that most teens do not use alcohol. Then why do
some teens try alcohol, even when they know it is harmful to their
health and is also illegal? They may try alcohol for several reasons.
One reason is curiosity. Another is that they think it
will make them more popular. Some teens think that
alcohol use makes them feel relaxed or more grown-up.
Others use it to feel some relief from confusing or painful emotions that they don’t know how to handle.
Alcohol in the Media
In television commercials or movies, using alcohol
is often made to look fun and exciting. You have likely
seen a commercial for some type of alcoholic drink. The
people who appear in the commercials look young and
attractive. This is done on purpose. The companies that
Ads are designed to make products look
fun and exciting. What elements of this ad
might encourage a teen to try alcohol?
278
Chapter 9: Alcohol
Lesson 3 Resources
Chapter FAST FILE Resources
Guided Reading and Writing 9-3
Concept Mapping Activity 9-3
Decision-Making Activity 9-3
Reteaching Activity 9-3
Enrichment Activity 9-3
Lesson Quiz 9-3
Technology
Transparency 9-3
Audio Summaries
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
StudentWorks™ Plus
CHAPTER 9
W
make alcohol don’t want people to think about or see the negative effects of their product. Because of these media images, many
teens feel that drinking alcohol is okay. They also think that by
drinking alcohol, they will have fun and excitement in their lives,
just like the people in the ads.
Lesson 3
Topic: Teens, the
Media, and Alcohol
Peer Pressure
“I want to be cool, too,” thinks Jim. He has decided to try
alcohol, even though he doesn’t really want to. He has given in to
negative peer pressure, one of the main reasons why some teens
use alcohol. Some teens may choose to drink in order to fit in or
to not be embarrassed in front of their friends. Unfortunately,
even one drink can be harmful to a teen’s health. Teens run the
risk of harming their health if they accept a drink. It is not always
easy to say no, but negative peer pressure is not a good reason to
choose alcohol.
Binge drinking
Many teens don’t realize that using alcohol can kill them.
Sometimes teens dare each other to drink a lot of alcohol as quickly
as possible. Binge drinking is the consumption of several alcoholic
drinks in a short period of time. Binge drinking is very dangerous. It
can cause the body’s systems to fail. The person may stop breathing, or his or her heart rate might fall to a dangerously low level.
As you might expect, binge drinking may cause death.
Visit glencoe.com for Student
Web Activities where you can
learn about how advertising
makes drinking alcohol look
appealing to teens .
Activity: Using the information
provided at the link above,
find an ad that you think
violates the rules for alcohol
advertising. Create a flyer that
shows the ad and tells why it is
wrong for alcohol companies
to use it.
W Writing Support
Expository Writing Have
students clip alcohol
advertisements out of
magazines and mount the
articles on construction
paper; then write several
sentences summarizing each
article. Display the articles in
the classroom. AL
Identify What is binge drinking?
Why Is Alcohol Harmful
to Teens?
You know that alcohol can be harmful to anyone. However, it is especially
harmful to teens. Teens have to deal with
many issues, such as the pressure to succeed and to fit in with others. They also
have to learn to handle strong emotions.
When teens use alcohol to deal with
these issues, it only makes handling them
harder. Using alcohol can also damage a
teen’s physical health. It can also lead to
trouble with the law, which can affect a
teen’s future goals and dreams.
Why do you think
some teens try
alcohol?
Some teens might try
alcohol out of curiosity or
because of peer pressure. Some teens
might try alcohol to relieve stress, which
it doesn’t.
Aaron B.
Centerville, IN
Lesson 3: Alcohol Use and Teens 279
At Home According to Mothers Against
Drunk Driving, teens view about 20,000
commercials every year, of which nearly
2,000 are for alcohol. Have students count
the number of alcohol advertisements they
see on television during a week of normal
watching. Have them multiply this number
Teens, the Media, and
Alcohol
Have students explore
the Student Web
Activities for this
assignment. Allow
time in the computer
lab or media center for
students to complete
their activities.
by 52 to estimate how many ads for alcohol
they see in one year. Have students write
a paragraph explaining how their total
compares to the one cited by MADD. Have
them include possible reasons for any
differences. OL
Why do some teens try
alcohol? Have students
meet in small groups to list
reasons teens might use for
trying or using alcohol. Ask
each group to read aloud
one reason from the group’s
list, and help students
discuss and evaluate each
reason. Then have groups
read and discuss the What
Teens Think question and
response.
Answer Binge drinking is
having several drinks in a
short period of time.
279
CHAPTER 9
Lesson 3
Stress Management
Dealing with Emotions
Stress Management
Dealing with difficult emotions is part of life for a teen. Rather than using
alcohol, teens can use the following strategies to deal with emotions in
healthful ways.
• Get enough sleep. Being well rested can give you the energy you need
to deal with difficult feelings and stress.
• Take some deep breaths. This can help you relax.
• Stay active. Physical activity can help you focus your energy and lower
your stress level.
• Talk to someone you trust and respect about what you’re feeling.
Dealing with Emotions
Use the following
strategies to help students
complete the activity:
• Have small groups
read the introductory
paragraph together.
• Instruct groups to
first list the items they
want to include in the
brochure. Then tell them
to create a design.
• Groups could design
their brochures on a
computer or on paper.
• Display the completed
brochures in the
classroom.
HS Health Skills
With a Group
Work with a group to make a brochure for your fellow classmates that
describes positive ways to deal with difficult emotions. Be sure to point out
the negative effects of using alcohol to deal with difficult emotions.
Teens Are Still Growing
Do you want to reach your goals? Avoid
alcohol. How can using alcohol affect
a teen’s performance in sports?
Practice
Analyzing Influences Have
students carefully read the
first section in the lesson
on page 278. Have them list
the reasons given for why
some teens use alcohol.
Invite students to suggest
additional reasons why teens
might use alcohol. (Some
teens may not believe that
alcohol will harm them,
some may think they won’t
get in trouble if they drink
responsibly.) Then have them
use information in the lesson
to explain alcohol’s harmful
effects on teens. OL
Teens’ bodies are still growing and their brains are
still developing. Alcohol can greatly harm the body
and damage the brain. When teens use alcohol, their
bodies do not grow and develop properly. They also
run the risk of damaging their nervous systems.
Alcohol Can Affect Emotions
The teen years bring many emotional changes.
Sometimes, teens have trouble dealing with their emotions. It is not always easy to handle anger, sadness,
boredom, and other quickly changing emotions.
Some teens may try alcohol, thinking it will help
them deal with emotional changes. However, they
will find out that alcohol may change how they feel
for a little while, but it won’t solve their problems.
Many people who use alcohol often feel bad about
themselves. They often have trouble dealing with
others. They don’t understand that using alcohol to
deal with emotions can be harmful, because people
280
HS
Chapter 9: Alcohol
Michelle Pedone/Zefa/CORBIS
Caption Answers
Photo Caption Alcohol
can affect a player’s
performance or make an
athlete prone to injury.
Photo Caption, p. 281 talk
to a trusted adult, get
enough sleep, do physical
activity
280
Helping Teens Avoid Alcohol According
to Students Against Destructive Decisions,
schools can play a protective role in helping
teens avoid alcohol. Characteristics of
schools with a protective role include
having a sense of community, high
expectations, clear standards and rules
for behavior, student involvement in
school tasks and decisions, and a strong
emotional and academic support system.
Emotional and academic support in the
form of counselors, social workers, tutors,
and programs for study skills help students
build resiliency.
Emely/Zefa/CORBIS
CHAPTER 9
who drink are more likely to create bigger problems
for themselves in the long run. Alcohol does not
relieve stress. It disrupts sleep and can create even
more stress. There are better ways for teens to deal
with difficult feelings. One way is to talk to an adult
they trust. Another way is to find effective strategies
for managing stress.
Lesson 3
Answer arrest, fines, and
loss of driver’s license
Underage Drinking Is Illegal
Aside from being harmful, alcohol use is also
illegal for minors. A minor is a person under the age
of adult rights and responsibilities. Teens who use alcohol can get into trouble with the law. If they buy or
are found with alcohol, they can be arrested and
fined. A minor who is caught driving while intoxicated will lose his or her license. In many states, a
teen will lose the privilege to get a license until he
or she is 18 or older. Also, teens who drink are more
likely to use other drugs or to commit crimes.
Name What are three legal
consequences if a minor is found with alcohol?
Using alcohol is not an effective strategy for
dealing with difficult emotions. What are
some healthful strategies that teens can
use to deal with difficult emotions?
Visit glencoe.com and
complete the Interactive Study
Guide for Lesson 3.
Assessment Resources
Lesson Review Quiz
ExamView
Fast Files Activities
Online Quizzes and
Activities
Reteaching
•
Lesson 3 Review
•
Review this lesson for new terms, major headings, and Reading Checks.
What I Learned
2. List Name two reasons why some teens
choose to use alcohol.
3. Explain Why is using alcohol an unhealthful way to deal with difficult emotions?
4. Describe How does the media make
alcohol use seem appealing?
Thinking Critically
5. Apply What’s a healthful way for you
to deal with your emotions? Give an
Enrichment
example of a situation in which you
would use this strategy to cope with
a difficult emotion.
1. Vocabulary Define minor.
•
•
6. Predict How can using alcohol affect a
teen’s development?
Applying Health Skills
7. Accessing Information Do research to
find some alcohol-free events that are
taking place in your community. Make
a list of these events and share the list
with your classmates.
For more Lesson Review Activities, go to glencoe.com.
Assign Concept Map 9-3 or
Reteaching Activity 9-3 in
the Fast Files
Ask students to name three
ways in which alcohol is
harmful to teens.
Lesson 3: Alcohol Use and Teens 281
Assign Enrichment Activity
9-3 in the Fast Files.
Challenge students to
research potential risk
factors that lead students to
use alcohol or other drugs.
Invite them to share their
findings with the class.
Have students describe
why some teens might
choose to use alcohol and
give reasons why they
should not.
Lesson 3 Review Answers
1. a person under the age of adult rights and
responsibilities
2. the media and peer pressure
3. Using alcohol only covers up the problem, it
does not solve it. Alcohol has only negative
effects on physical and mental health.
4. The media shows people who are young and
attractive drinking alcohol to make it look fun
and exciting.
5. A healthful way to deal with emotions is
using stress-reduction techniques, such as
taking deep breaths and staying active. These
techniques might be helpful when dealing
with a difficult class in school.
6. Sample answer: Alcohol can prevent a
teen’s body from growing and developing as
it should. Alcohol can damage the nervous
system.
7. Many communities have their calendar of
events listed online. Help students find local
Web sites.
281
CHAPTER 9
Lesson 4
Lesson 4
Alcohol Use and Society
Activating Prior
Knowledge
What I Know Ask: How might
a person become different
after using alcohol? How
might this behavior affect
his or her relationships? List
student responses and review
them after completing the
lesson.
Building Vocabulary
In your notebook, use the
term below in a sentence
that shows its meaning.
■
violence (p. 284)
Focusing on the Main Ideas
In this lesson, you will be able to
■
■
■
■
describe how alcohol may affect
the user’s decisions.
explain how using alcohol can
affect a person’s relationships.
describe how using alcohol can
lead to violence.
apply decision-making skills to help
someone get help for alcohol abuse.
Reading Strategy
Predicting Look over
the headings in this
lesson. Write a question
that you think the
lesson will answer. After
reading, check to see
if your question was
answered.
Building Vocabulary
■
■
Challenge students to
make a list of events
that they would
consider to be violent.
Use Vocabulary
PuzzleMaker to
reinforce vocabulary
terms.
Other Risks of Alcohol Use
Write a few sentences
describing how alcohol
can affect a person’s
behavior.
Reading Strategy
Predicting Have students
write a question for each
subheading in the lesson.
Suggest that students
review their question
after each subsection and
answer it, or write a new
question that better fits
the content.
To help students with
the Quick Write activity,
lead a class discussion
about how alcohol affects
the body. Encourage
students to infer how these
body changes affect a
person’s behavior.
By now, you know how damaging alcohol use can be to your
body and mind. However, alcohol can also harm other parts of
your life, such as your schoolwork, your decision making, and
your relationships.
Using alcohol is a behavor that is bad for your mental/
emotional and social health. Teens who use alcohol are more likely
to do poorly in school. They can be late or even miss school. Since
they may have trouble paying attention in class, they may get failing grades. They may get suspended or expelled. Teens who use
alcohol often may let their classmates or teammates down because
of poor performance.
Alcohol Use Affects Decisions
Have you ever made a really poor
decision, perhaps because you were tired
or sad? When you’re not in a good state
This vehicle was involved in an alcoholrelated crash. A drunk driver is not the only
one who may be injured. Who else might
be injured as a result of a car crash?
282
Chapter 9: Alcohol
Age Fotostock/SuperStock
Lesson 4 Resources
Chapter FAST FILE Resources
Guided Reading and Writing 9-4
Concept Mapping Activity 9-4
Cross-Curriculum Activity 9-4
Reteaching Activity 9-4
Enrichment Activity 9-4
Lesson Quiz 9-4
282
Technology
Transparency 9-4
Audio Summaries
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
StudentWorks™ Plus
CHAPTER 9
of mind, you can make a bad choice. That’s how it is with alcohol:
it can cause people to make some really bad decisions. A person
under the influence of alcohol might take risks that he or she
would not normally take. For example, a normally well-behaved
teen under the influence of alcohol may decide to commit a crime.
Another may choose to try other drugs. A person may engage in
sexual activity, which can lead to unplanned pregnancy or a sexually transmitted disease. Teens may make poor choices like this
when they use alcohol.
Lesson 4
HS Health Skills
Practice
Fortunately, many schools have programs to help students to
be alcohol, drug, and tobacco free. Students Against Destructive
Decisions (SADD) promotes good decision making among teens.
If you get involved with groups such as SADD, you can improve
your decision-making skills.
Academic Vocabulary
promote (pruh MOHT)
(verb) to advance, to contribute to the growth of,
to present a product to a
buyer for acceptance. The
students made posters to
promote exercise during
fitness month.
Driving Drunk
One of the most dangerous problems with alcohol is drunk
driving. It is very important for your safety that you not ride in a
vehicle with a driver who has been using alcohol. A person who
uses alcohol experiences a loss of coordination, concentration,
and visual awareness. A drunk driver, however, often thinks that
his or her abilities have not been affected. In reality, the person
will not be able to drive safely, and the chances that he or she
will be in an accident are very high. Driving drunk is extremely
dangerous for both the driver and the passengers. It can end with
a crash, which could result in serious injury or even death.
HS
Alcohol Use Affects Relationships
Dave had been a dependable, happy, outgoing person, but after
meeting a new student at school, he decided to try some alcohol. It
was a bad choice. He started to drink
more, and his personality began to
change. He became irritable and
moody. He argued more with his family. Most of his old friends no longer
wanted to be around him because of
his behavior. In time, almost all of
Dave’s relationships were harmed by
his drinking.
Teens who use alcohol often find
that they lose friends. Their interest in alcohol causes them to lose
Using alcohol may lead
to violence. How can
violence be avoided?
Academic Vocabulary
Promote The text states
that SADD promotes good
decision making in teens.
Explain that promote has
three different meanings.
Synonyms for these
meanings are encourage,
advertise, and upgrade. Ask:
Which synonym best fits
the meaning of promote in
the sentence on this page?
encourage
Lesson 4: Alcohol Use and Society 283
T. Ozonas/Masterfile
Teen Violence and Alcohol According to
the Bureau of Justice, 40 percent of people
convicted of violent assaults and 25 percent
of victims had been drinking at the time of
the assault. Examples of violent assaults
include sexual assault, aggravated assault,
robbery, and homicide. Explain that early
Accessing Information
Have students use reliable
Internet sources to gather data
about the number of deaths
in your state caused by drunk
driving over the past five
years. Students can obtain
data on Web sites maintained
by your state and by Mother’s
Against Drunk Driving. Have
students graph absolute
numbers or percentage rates
showing how many deaths
happened per year. Students
can use either line graphs
or bar graphs. Ask: Has the
number of alcohol-related car
crashes risen or fallen over the
years? OL
alcohol use is one risk factor for violent
behavior. Drinking alcohol at an early age
has been associated with alcohol-related
violence among teens. Discuss with the
class reasons for this. (reduced inhibitions,
poor decision making, peer pressure,
antisocial behavior) OL
Caption Answers
Photo Caption, p. 282
People in other cars may
be injured.
Photo Caption Sample
answer: Avoiding alcohol
and getting help from
support groups can help
stop violence.
283
CHAPTER 9
Lesson 4
Decision Making
Helping a Friend
Decision Making
Katelyn and Lisa have been best friends for a long time. Lisa recently told
Katelyn that her mom drinks alcohol nearly every day and sometimes
becomes violent. She also told Katelyn that sometimes she gets very scared.
Katelyn wonders what she should do to help Lisa.
Helping a Friend
Use the following
strategies to help students
complete the activity.
• Have groups discuss
the decision-making
steps. Students should
state the situation, list
Katelyn’s options, weigh
the possible outcome of
Katelyn’s decision, and
consider values. Then
have students state the
healthy decision they
feel that Katelyn should
make and evaluate that
decision.
• Instruct pairs to roleplay the conversation
between Katelyn and
Lisa.
What Would You Do?
Apply the six steps of the decision-making process to Katelyn’s situation.
With a partner, role-play what Katelyn would say to Lisa and how Lisa might
respond.
1. State the situation.
2. List the options
3. Weigh the possible outcomes.
4. Consider your values.
5. Make a decision and act on it.
6. Evaluate the decision.
interest in activities they used to enjoy, such as sports. These teens
may end friendships or lie to cover up the alcohol abuse. Because
they push away the people in their lives, people who abuse alcohol
may become very lonely.
Alcohol Use and the Family
Citizenship
Citizenship
Students can learn
about SADD from their
Web site. If your school
has an active chapter,
encourage students to
attend a meeting. If not,
help interested students
find out how to start one.
Students Against Destructive
Decisions (SADD) helps people
understand the harmful
effects of alcohol on teens.
Do some research on SADD.
Find out how you and your
classmates can get involved
with this organization. Then
discuss your findings with
your class.
284
Family relationships can really be hurt by alcohol. Take
Mara, for example. She lives with her parents and brothers, and
she abuses alcohol. Can Mara be counted on to give emotional
support to family members who need it? No. Does she keep her
promises? Most of the time, she doesn’t. Unfortunately, Mara’s
actions sometimes hurt other family members. She can be moody
and unpredictable. Her whole family has suffered because of her
alcohol abuse.
Alcohol Use and Violence
When a person uses alcohol to deal with emotions, he or she
may suffer from mood swings. Often, these lead to violence, an
act of physical force resulting in injury or abuse. People who become
violent when they’re using alcohol are often covering up difficult
Chapter 9: Alcohol
Answer, p. 285 These
people should get help
from professionals.
284
Teens Who Have Tried Alcohol According
to statistics gathered by Mothers Against
Drunk Driving, 44 percent of eighth graders
have tried alcohol and 20 percent of eighth
graders have been drunk at least once.
Chances are you have students in class who
have already tried alcohol. Some may have
felt the effects described in this chapter.
Others may deny they were affected at all.
These students may not believe alcohol is
dangerous. Stress how the brain continues
to develop into the early twenties. Share
statistics to emphasize alcohol’s negative
effects on growth and development. OL
Randy Faris/CORBIS
CHAPTER 9
Teens who choose not to use
alcohol usually have healthy
family relationships. Explain
why a teen who abuses
alcohol may have difficult
relationships with family
members.
emotions, such as anger or extreme sadness. Professional health
services or a support group can help these people deal with their
anger or sadness. After getting this type of help, most people can
deal with their feelings without using alcohol.
Lesson 4
Caption Answer
Photo Caption Alcohol
use causes emotional
problems and hurts others.
Assessment Resources
Lesson Review Quiz
ExamView
Fast Files Activities
Online Quizzes and
Activities
Visit glencoe.com and
complete the Interactive Study
Guide for Lesson 4.
Describe How can people who use alcohol to
deal with their emotions get help?
Reteaching
Lesson 4 Review
•
•
Review this lesson for new terms, major headings, and Reading Checks.
What I Learned
1. Describe How can using alcohol affect a
person’s decisions?
2. Explain Describe why people who abuse
alcohol often lose friends.
3. Vocabulary Define violence.
4. Describe How can alcohol use result
in violence?
Thinking Critically
5. Apply Tracy is worried that her aunt might
be abusing alcohol. What are two actions
that Tracy could take?
6. Evaluate How might a teen’s decision to
use alcohol have negative long-term
effects on his or her life?
Enrichment
Applying Health Skills
•
7. Decision Making Your friend Drew has
been irritable and moody lately. One
day, Drew asks you to help him get some
alcohol. He tells you that he really needs
it because he has been feeling upset and
that only alcohol will make him feel
better. Use the decision-making steps to
help you make a responsible choice in
this situation.
•
For more Lesson Review Activities, go to glencoe.com.
Lesson 4: Alcohol Use and Society 285
Assign Concept Map 9-4 or
Reteaching Activity 9-4 in
the Fast Files
Have students use the
photos in this lesson to
describe risks of alcohol
use.
Assign Enrichment Activity
9-4 in the Fast Files.
Have students find out why
the legal drinking age in the
United States is 21 years
of age and write a short
summary of their findings.
Have students think about
how the decision to be
alcohol free can positively
affect long-term goals.
Lesson 4 Review Answers
1. A person under the influence of alcohol may
take unusual risks or make bad decisions.
2. They become more interested in alcohol
or their behavior pushes away friends and
family.
3. an act of physical force resulting in injury or
abuse
4. Using alcohol to deal with emotions may
cause mood swings and poor judgment,
which can lead to violence.
5. Sample answer: Tracy could talk to a trusted
adult and get information about alcohol abuse
from the library.
6. Sample answer: Poor choices, such as
committing a crime or engaging in sexual
activity, could give a teen a criminal record or
result in unplanned pregnancy.
7. Answers should show the correct application
of decision-making steps toward a healthful
decision.
285
CHAPTER 9
Lesson 5
Lesson 5
Saying No to Alcohol Use
Activating Prior
Knowledge
What I Know Ask students
to give reasons for refusing
to use alcohol. Then have
them describe refusal skills
strategies that they could use
to refuse an offer of alcohol.
Building Vocabulary
As you read this lesson,
write down each new
highlighted term and its
definition.
■
■
refusal skills (p. 286)
withdrawal (p. 287)
Focusing on the Main Ideas
In this lesson, you will be able to
■
■
■
■
Building Vocabulary
■
■
Have students use their
own words to write a
definition for each term.
Use Vocabulary
PuzzleMaker to
reinforce vocabulary
terms.
Write a couple of
sentences describing why
it is important for teens
to avoid alcohol use.
Reading Strategy
Finding the Main Idea
Before students write their
sentences, suggest they
skim the text under each
heading and examine the
photos and infographics.
Answer Say no firmly.
Caption Answer
Figure Caption Sample
answer: Choose friends
who do not drink alcohol
and avoid situations
where alcohol use might
take place.
286
How to Say No to Alcohol Use
“I wanted to fit in with the group,” many teens say when asked
why they tried alcohol. It doesn’t have to be that way. There are
ways to deal with peer pressure. One way is to avoid situations
where alcohol use may take place. If you find yourself in one of
these situations, you can apply your refusal skills. Refusal skills
are strategies that help you say no effectively. Figure 9.5 shows some
refusal skills you can use to say no to alcohol.
Describe What is one strategy you can use to
say no to alcohol?
FIGURE 9.5
R
To get students started,
have them imagine what
they would tell a person
who invites them to drink
alcohol. After the lesson,
encourage students to add
these ideas to their refusal
skills.
identify reasons not to use alcohol.
explain how to get help for
alcohol use.
apply refusal skills to avoid
alcohol use.
list some alternatives to drinking
alcohol.
Reading Strategy
Finding the Main Idea
Look over the headings
in this lesson. For each
of the major headings,
write one sentence that
states the main idea.
USING REFUSAL
SKILLS
S ay no firmly. Be direct and clearly
Here are some ways you can
say no to using alcohol. List
two others.
T ell why not. Use “I” messages to give
state how you feel. Use direct eye contact
and keep your statement short.
your reasons. You can just say, “No thanks,
I don’t want to risk getting into trouble.”
O ffer another idea. Suggest an
activity that does not involve alcohol.
P
romptly leave. If you have to, just
walk away.
286
Chapter 9: Alcohol
Lesson 5 Resources
Chapter FAST FILE Resources
Guided Reading and Writing 9-5
Concept Mapping Activity 9-5
Decision-Making Activity 9-5
Reteaching Activity 9-5
Enrichment Activity 9-5
Lesson Quiz 9-5
Technology
Transparency 9-5
Audio Summaries
ExamView ® Assessment Suite
Vocabulary PuzzleMaker
StudentWorks™ Plus
CHAPTER 9
Reasons to Refuse Alcohol
There are reasons for refusing alcohol. Figure 9.6 lists some
of the many benefits of making this healthful choice. When you
choose not to use alcohol, you are showing respect for yourself and
your body and looking ahead to a bright future. You are choosing
to remain in control of who you are and what you do. You are also
showing that you care about relationships with your family and
friends. You are choosing to lead a healthy lifestyle.
Getting Help for Alcohol Abuse
Alcoholism is a difficult disease to overcome, but it can be
done. Some alcoholics may try hiding or deny the problem. Others
are afraid of going through withdrawal, a series of painful physical and mental symptoms associated with recovery from an addictive substance. You can get help for yourself, a friend, or a family
member who has an alcohol problem. Speak with an adult you
Lesson 5
Respect
Choosing to be alcohol free
shows that you respect
yourself. Create a pledge
that lists your reasons for
choosing to avoid alcohol.
Sign and date your pledge.
Keep it where you’ll see it
often so you can remember
your reasons. Encourage your
friends to make a healthful
choice by creating and
signing their own pledge not
to use alcohol.
FIGURE 9.6
R
B ENEFITS OF AVOIDING ALCOHOL
There are many benefits of avoiding alcohol use. How can choosing to avoid alcohol have a positive effect on your future?
#FUUFS
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:PVS'BNJMZ
*ODSFBTFE
4FMG3FTQFDU
$POUSPM0WFS
:PVS-JGF
)JHI4FMG&TUFFN
.BJOUBJOJOH
B)JHI-FWFMPG
8FMMOFTT
(PPE'SJFOETIJQT
"#SJHIU'VUVSF
Respect
Instruct students to
include in their pledge
at least three reasons
for choosing to avoid
alcohol. Allow students
to keep their pledge
private, but encourage
them to keep it in a
place where it will be
seen, such as on a
mirror or bulletin board.
R Reading Strategy
Analyzing a Graphic After
students read Figure 9.5 on
page 286, ask: Why would
self-respect be one reason to
avoid alcohol? If you respect
yourself, you respect your
health and will not choose
to do something that will
harm your health. Then direct
students to read Figure 9.6.
Brainstorm reasons for not
using alcohol. List these
reasons on the board. Then
divide the class into pairs and
have them role-play the ways
to say no to alcohol. OL
Lesson 5: Saying No to Alcohol Use 287
Royalty-free/CORBIS
Caption Answer
In the Community According to a recent
study conducted for Mothers Against
Drunk Driving, teens in middle school value
messages from older teens more than
those from adults. Teens with real stories
make a stronger impression than health
warnings against alcohol use. Contact
your local high school’s guidance office for
recommendations of students who could
give a positive alcohol-free message. These
students might discuss how alcohol use is
“not cool” or tell stories of how they made
the decision to be alcohol free. OL
Figure Caption Sample
answer: By avoiding
alcohol, I will be healthier
and can focus on
accomplishing my goals.
287
CHAPTER 9
Lesson 5
Advocacy
Encouraging Teens to Avoid Alcohol
Advocacy
You know how important it is to be alcohol free. It is important to let other
teens know, too. You can do this by organizing your own Be Alcohol Free
campaign at school.
• Get together with a group of your classmates.
• Make a list of the top ten fun activities you like to do that don’t involve
alcohol or other drugs.
• Create a slogan and a logo for your campaign that encourage teens to
be alcohol free.
• Use your ideas to make a poster, a bumper sticker, a brochure, or another
type of handout.
• Role-play to create a skit that you can present to promote your cause.
Encouraging Teens to
Avoid Alcohol
Use the following
strategies to help students
complete the activity.
• Have groups brainstorm
a list of activities that
they enjoy doing.
• You might have the class
work together to create
one slogan and logo.
• Consider combining
group ideas into a
schoolwide event. Assign
each group responsibility
for organizing one part
of the event. Groups can
use their skits, posters,
brochures, and handouts
for advertising.
With a Group
Rehearse your skit, then present it to your class as part of your campaign.
Hang your posters or share your handouts with other teens.
trust, such as a parent, teacher, religious leader, or school counselor. You can also ask for help from a support group or alcohol
treatment center.
Identify What is one place to find help for an
alcohol problem?
Academic Vocabulary
Strategy On page 286,
refusal skills are described
as being strategies that help
you say no. Explain that a
strategy is a plan, policy, or
tactic. Invite students to think
of other circumstances in
which strategies are used.
(sporting events, chess
games, card games, projects)
Answer Any one: from a
trusted adult, at a support
group, at an alcohol
treatment center
If you think someone you
know may have a problem
with alcohol, try talking
to him or her. How would
you approach a friend
who you think might
have a problem with
alcohol use?
288
Royalty-free/Stockbyte/SuperStock
Caption Answers
Photo Caption Sample
answer: Be a good listener,
talk with a trusted adult
about your friend.
Photo Caption, p. 289
Teens can join a club, play
sports, volunteer, or start
a hobby.
288
Teens Who Take Risks According to
a recent study by Students Against
Destructive Decisions, teens who take
positive risks are more likely to avoid
alcohol. Positive risks that teens engage
in include joining clubs, sharing feelings,
taking advanced courses, trying out for
a sports team, and volunteering in the
community. Teens who have parents,
teachers, or peers who encourage them to
take these positive risks are more likely to
live up to the expectations of their families,
teachers, and friends and are less likely to
try alcohol or other drugs.
Jeff Greenberg/Age Fotostock
CHAPTER 9
Healthy Alternatives
Alcohol use is never the answer. It is not going
to solve any of your problems or make you feel
any better. Many teens use alcohol because they’re
already having other problems. When you start
to deal with whatever is causing your problems,
you’re on your way to avoiding alcohol abuse. It
is normal for teens to go through some emotional
difficulties. If you find that you need help dealing
with your emotions, talk to someone you trust.
Instead of using alcohol, find a healthful way to spend your time. Do what interests you. Join a
club or sports group at school. Volunteer at a local organization, such as a food bank or animal shelter. This can give you
a sense of purpose and can make you feel good about yourself.
Another idea is to start a hobby that you can share with your
friends. Remember: using alcohol will never help you reach
your goals.
Explain What can a teen do if he or she needs
help dealing with problems?
Lesson 5
Answer Talk to a counselor
or trusted adult.
Volunteering is a positive
way to spend your time.
What other activities
can help teens avoid
alcohol use?
Visit glencoe.com and
complete the Interactive Study
Guide for Lesson 5.
Assessment Resources
Lesson Review Quiz
ExamView
Fast Files Activities
Online Quizzes and
Activities
Reteaching
•
Lesson 5 Review
•
Review this lesson for new terms, major headings, and Reading Checks.
6. Hypothesize How might you be affected
if one of your close friends developed an
alcohol problem? Explain your answer.
What I Learned
1. Vocabulary Define withdrawal.
2. Identify What are three benefits
of avoiding alcohol use?
Enrichment
7. Analyze How can healthy alternatives
prevent alcohol use?
3. Explain Describe how a person can get
help for an alcohol problem.
•
•
Applying Health Skills
4. Define What is a refusal skill?
Thinking Critically
5. Apply What is the most important reason
for a teen to be alcohol free?
8. Refusal Skills Use the refusal-skill strategies you learned about in this lesson
to write a dialogue in which you say
no to someone who offers you an
alcoholic drink.
For more Lesson Review Activities, go to glencoe.com.
Assign Concept Map 9-5 or
Reteaching Activity 9-5 in
the Fast Files.
Have student pairs write
descriptions of two
situations in which refusal
skills can help them avoid
alcohol use. Pairs can share
their situations with the
class.
Lesson 5: Saying No to Alcohol Use 289
Assign Enrichment Activity
9-5 in the Fast Files.
Have students create a
brochure for younger
students that gives tips
about saying no to alcohol.
Ask students to name one
activity they could engage in
instead of using alcohol.
Lesson 5 Review Answers
1. Withdrawal is a series of painful symptoms
associated with addiction and recovery.
2. Any three: self-respect, self-esteem, good
friendships, better relationships, control over
life, maintain wellness
3. by seeking help from a support group
4. a strategy that helps you say no effectively
5. Sample answer: Alcohol is a drug that can
harm a person’s health.
6. Sample answer: I would try to help my friend
because alcohol is harmful to his or her
health.
7. Using healthy alternatives to solve a problem
lets you avoid the harmful effects of alcohol.
8. All dialogues must include refusal skills listed
in Figure 9.5.
289
CHAPTER 9
Saying No
to Alcohol
What Are Refusal Skills?
Refusal skills are strategies that help you say no effectively. If a
peer asks you to engage in risky behavior, like drinking alcohol,
remember the S.T.O.P. formula:
Skill
Refusal Skills
Activating Prior
Knowledge
Lead a class discussion about
reasons for not using alcohol
and alternatives to alcohol
use. List student ideas on the
board. Ask: If a friend offers
you alcohol, can you still be
friends with that person?
Sample answer: Yes, I just
don’t want to be part of that
activity. Point out that a true
friend will not pressure you
to do things you do not want
to do.
• Objective After completing
the activity, students will
be able to use the S.T.O.P.
formula to refuse alcohol.
• Time 25 minutes
• Materials paper, pencil
Accessing Information
Practicing Healthful Behaviors
Stress Management
Analyzing Influences
Communication Skills
Refusal Skills
■
■
■
■
Say no firmly. Be direct and clearly state how you feel. Use direct eye
contact and keep your statement short.
Tell why not. Use “I” messages to give your reasons. You can just say,
“I don’t want to risk getting into trouble.”
Offer another idea. Suggest an activity that does not involve alcohol.
Promptly leave. If you have to, just walk away.
Conflict Resolution
Decision Making
Goal Setting
Advocacy
Saying No to Alcohol
Follow the Model, Practice, and Apply steps to
help you master this important health skill.
Model
Read how Maura uses the S.T.O.P. formula to
resist peer pressure at a party.
Rosa and her friend Maura went to a party.
When they got there, they saw that people were
drinking alcohol. Maura used the S.T.O.P. strategy
to say no to alcohol.
Maura: “What’s going on?”
Dennis: “We’re having fun. C’mon it’s just beer.”
■ Say no in a firm voice.
Maura: “No, I don’t drink.”
Teacher Classroom
Resources
Building Health Skills
Activity
Transparency 10-4
•
Have students identify the
steps in the S.T.O.P. formula
that this teen used to refuse
alcohol. Ask: What does the
“T” in S.T.O.P. stand for? Tell
why not.
National Health
Standards Addressed
4.8.1, 4.8.2, 8.8.1
290
Tell why not.
Maura: “I don’t want the trouble that comes
with drinking.”
Dennis: “No one will find out.”
■ Offer another idea.
Maura: “Come on, Rosa, let’s go to a movie.”
■ Promptly leave.
Maura: “See you on Monday, Dennis.”
■
290
Ken Karp
Reviewing Reasons to Refuse For this
lesson to be most effective, students need
to remind themselves why they should
refuse an offer of alcohol or another drug.
On a sheet of paper, ask students to answer
the following questions: How does refusing
alcohol and other drugs ...
1. show respect for my family’s values?
_____________________________________
2. support my academic and personal goals?
_____________________________________
3. help my friends stay safe?
_____________________________________
Practice
•
Help Ron use refusal skills by reading the
scenario and answering the questions
below.
Ron was hanging out with some
classmates. He noticed that they were
passing a bottle around. Someone offered
him the bottle. Ron looked at the label and
saw that it was a beer. Answer the following
questions to identify how Ron could use
the S.T.O.P. formula to refuse the offer of
alcohol.
1. What could Ron say to resist peer
pressure to drink?
2. What reasons could Ron give for why he
doesn’t want to drink the beer?
3. What could Ron offer as another activity?
4. What should Ron do if his friends keep
insisting that he try the beer?
•
•
•
Apply
Apply what you have learned about refusal skills and complete the
activity below.
Working in small groups, brainstorm your “top five reasons to
refuse” alcohol. Next, think of different situations in which a teen
might be pressured to use alcohol. Write these on a sheet of paper.
Choose one of the situations from the list. Write a skit in which a teen
in that situation uses the S.T.O.P. formula to say no to alcohol. Include
as many of your group’s “top reasons to refuse” alcohol as you can in
your skit. Perform your skit for the class.
•
•
Self-Check
■
■
■
Did we choose a situation in which a teen might be pressured to
use alcohol?
Did we use the S.T.O.P. formula to refuse alcohol?
Did the teen in our skit use our “top reasons” to refuse?
•
After students have read
the introductory paragraph,
ask them to match the
question number with each
part of the S.T.O.P. formula.
(1 is S, 2 is T, 3 is O, 4 is P.)
Have students write their
own responses for each
question.
Ask volunteers to share
their answers with the
class. List responses on the
board. Remind students
that the questions can have
more than one correct
answer.
Encourage groups to
brainstorm a list of
situations. Remind students
that when brainstorming,
all ideas are written
down without critiquing
them. Only after the
brainstorming session are
the ideas reviewed.
Before groups write their
skits, check their situations
to prevent groups from
using the same one.
Allow adequate class time
for groups to perform their
skits.
You may wish to distribute
the Building Health Skills
Activity in the Fast Files.
Building Health Skills 291
Richard Anderson
Student work should meet all criteria for the
highest score:
Skills Student work:
• identifies a situation in which students
might be pressured to use alcohol.
uses
each step in the S.T.O.P. formula to
•
refuse an offer of alcohol.
Concepts Student work:
•
•
•
provides accurate and complete
information about alcohol.
explains consequences of alcohol use.
demonstrates relationships between
alcohol use and health.
291
H E A L T H N E W S
News About
Teens and
Alcohol Use
Objectives
After completing this
activity, students will be
able to
• identify the dangers of
alcohol consumption by
adolescents.
• make a persuasive
argument against underage
drinking.
News About Teens and
ALCOHOL USE
Teen drinking is a serious problem, one that can cause harm to both the drinker
and to others. Here is a round-up of three studies that prove the point.
Drinking Danger
Danger in the Passenger Seat
Teaching the Activity
A study from the University of Buffalo, New
York, has some interesting findings about alcohol
use among young people. Researchers surveyed
the drinking habits of 2,200 Americans. They
found that the younger their subjects were
when they had their first drink, the more
likely they were to abuse alcohol as adults. The
scientists found that for every year earlier that
a teen starts drinking alcohol, the chances of
becoming a problem drinker increase by 12
percent. Researchers also discovered that people
who begin drinking as teens are more likely to
become seriously intoxicated during routine
drinking episodes later in life.
•
The High Cost of Teen Drinking
According to a study by the National
Highway Traffic Safety Administration,
21 percent of teen drivers killed in car crashes
were intoxicated. The study, however, suggests
that the greater danger for teens is not
drinking and driving but riding with a driver
who has been drinking. A survey of 1,534
Californians ages 15 to 20 found that nearly
50 percent had ridden in a car with a drunk
driver in the previous 12 months. The bottom
line: Don’t drink. Never get into a car with
an intoxicated driver. And take away the car
keys if someone wants to drive after drinking.
You’ll be doing yourself—and them—a
life-saving favor.
Motivator
Ask volunteers to
describe ways that alcohol
consumption could
negatively affect their
physical, mental/emotional,
and social health.
Have small groups of
students respond to the
following:
1. Scientists found that for
every year earlier that a
teen starts drinking alcohol,
the chances of becoming a
problem drinker increase
by how much? 12%
2. What is one
recommendation to
reduce the cost of drinking
and driving among
teens? cracking down on
merchants who sell alcohol
to minors, making alcohol
use look less glamorous
in movies, and increasing
taxes on liquor
3. What is one
recommendation in
preventing a passenger
from being involved in
a vehicular accident?
never get into a car with
an intoxicated driver;
take away the car keys if
someone wants to drive
after drinking
292
According to a report from
the National Academy of
Sciences, drunken behavior
and violent crimes that result
from adolescent drinking cost
the United States $53 billion a
year. This includes $19 billion
from traffic accidents alone.
The academy made several
recommendations to reduce
these costs. These include
cracking down on merchants
who sell alcohol to kids, making
alcohol use look less glamorous
in movies, and increasing taxes
on liquor.
292
Chapter 9: Alcohol
Media, Technology, and Culture
Media After students have read the feature, ask them to write a persuasive article
using the information in the feature to make an argument against alcohol consumption
by adolescents. Write the following tips for persuasive writing on the board to guide
students: Make a clear position statement; use facts, opinions, and supporting evidence;
give logical reasons for your opinion; use examples to support your position. Have
students proofread and make revisions before turning in their work. Suggest students
submit their completed articles to the school paper or Web site. OL
Reading Review
Visit glencoe.com to download
quizzes and eFlashcards for Chapter 9.
Assessment Resources
Lesson 3 Alcohol Use and Teens
Foldables® and Other Study Aids Take out
the Foldable® that you created for Lesson 1
and any graphic organizers that you created
for Lessons 1–5. Find a partner and quiz each
other using these study aids.
Lesson 1 Alcohol Use and Abuse
Main Idea Alcohol is a drug that can cause
both short-term and long-term damage to
your body.
• Alcohol is a depressant. It slows down
activity in the brain and nervous system.
• In all states, it is illegal for anyone under
the age of 21 to buy or drink alcohol.
• Several factors determine how drinking
alcohol affects you: size and gender, the
amount of food in your stomach, and how
fast you drink.
• Alcoholism is a disease in which a person
is addicted to alcohol.
Main Idea Alcohol use is harmful to teens
• Television or movies often make using
alcohol look fun and exciting.
• Binge drinking is the consumption of several alcoholic drinks in a short period of
time. A person can die from binge drinking.
• Teens may choose to use alcohol for
many reasons, including peer pressure
and curiosity.
Lesson 4 Alcohol Use and Society
Main Idea Alcohol use affects the individual,
their friends and family, and society.
• Alcohol affects a person’s judgment and
ability to make good decisions.
• Abusing alcohol can harm a person’s
relationships with family and friends.
Lesson 2 The Nervous System
Lesson 5 Saying No to Alcohol Use
Main Idea The nervous system is your body’s
control center.
Main Idea Saying no to alcohol use means
that you respect yourself.
• The central nervous system includes the
brain and spinal cord.
• Refusal skills are strategies that can help
you say no to alcohol.
• The peripheral nervous system includes
the nerves that connect the central
nervous system to the rest of the body.
• People addicted to alcohol go through
withdrawal when they stop using it.
• Injuries to the nervous system include
brain damage and paralysis, and loss of
bodily functions.
Chapter 9 Summary
and Activity
Audio Summaries
Reading Tutor
Performance
Assessment
Chapter 9 Test
ExamView ®
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Vocabulary
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because teens’ bodies are still growing, their
brains are still developing, and they are going
through many emotional changes.
• Alternatives to alcohol use include doing
volunteer work or developing a hobby.
Reading Review
Study Aids
•
•
• Alcohol and drug use can severely damage
the nervous system.
Using the Dinah Zike
Foldable Study Organizer
Have students
use the Foldable®
to review the
dangers of using alcohol.
Ask the class to give
examples of the short-term
and long-term effects of
alcohol use, alcohol abuse,
and alcoholism.
Online Learning Tools Have
students go to the Teen
Health Online Learning
Center at glencoe.com to:
• Download a
Podcast.
• Download free
Study-to-Go
content.
Chapter 9 Reading Review 293
Vocabulary
Review
Listening Skills Teach students to be good
audience members during skits and other
oral presentations. Encourage students
to sit still and look directly at the speaker.
Suggest that they interact with the speaker
whenever possible: smile or laugh at
humorous parts or nod at appropriate
times. Consider assessing a student’s
behavior in the audience as part of his or
her oral presentation grade. You might
also give audience members a rating card
to complete for the speaker as well as the
audience during oral presentations.
•
Word Sorting Have
students sort the
vocabulary words into
different categories.
You might suggest the
categories, or have
students choose their own.
293
Assessment
Reviewing
Vocabulary and
Main Ideas
1. Alcohol
2. Alcoholism
3. blood alcohol
concentration (BAC)
4. ulcer
5. Alcohol abuse
6. intoxicated
7. depressant
8. Cirrhosis
9. True
10. False, central
11. c
12. b
13. b
Thinking Critically
14. Binge drinking can cause
body systems to fail. It
might cause a person to
stop breathing or cause
his or her heart rate to
fall to dangerous levels.
If BAC rises to very high
levels quickly, depressant
effects are more severe.
15. Avoiding the use of
alcohol protects you from
the short-term and longterm damage to body
systems. It keeps you
from becoming addicted.
You also avoid legal and
social consequences
associated with alcohol
use. You will have a
healthful appearance,
positive attitude, and
better performance in
school and sports.
Lesson 2 The Nervous System
HEALTH QUIZ
Now that you have read the chapter, look back at your answers
to the Health Quiz on the chapter opener. Would you change
any of them? What would your answers be now?
Reviewing Vocabulary and
Main Ideas
On a sheet of paper, write the numbers 1–8.
After each number, write the term from the list
that best completes each statement.
•
•
•
•
intoxicated
cirrhosis
alcoholism
blood alcohol
concentration
•
•
•
•
alcohol
alcohol abuse
depressant
ulcer
Lesson 1 Alcohol Use and Abuse
1. _________ is a drug created by a chemical
reaction in some foods, especially fruits
and grains.
2. _________ is a disease in which a person
has a physical and psychological need for
alcohol.
3. The amount of alcohol in the blood is
also known as the _________.
4. A(n) _________ is an open sore in the
On a sheet of paper, write the numbers 9–10.
Write True or False for each statement below. If
the statement is false, change the underlined word
to make it true.
9. Your nervous system is made up of
neurons.
10. The peripheral nervous system is made
up of the brain and spinal cord.
On a sheet of paper, write the numbers 11–13.
After each number, write the letter of the answer
that best completes each statement.
Lesson 3 Alcohol Use and Teens
11. Reasons why teens should avoid alcohol
include the following:
a. Alcohol is a harmful way of dealing
with emotions.
b. Underage drinking is illegal.
c. All of the above
Lesson 4 Alcohol Use and Society
12. Alcohol can affect a teen’s life because
a. it can help a teen at school.
b. it can make teens take dangerous risks.
c. All of the above
lining of the stomach.
5. _________ is using alcohol in ways that
are unhealthy or illegal.
Lesson 5 Saying No to Alcohol Use
13. A healthy alternative to drinking alcohol is
6. A person who is drunk is _________.
a. doing other drugs.
7. A(n) _________ is a drug that slows the
b. doing volunteer work.
brain and the nervous system.
8. _________ is the scarring and destruction
c. offering alcohol to someone else.
of liver tissue.
294
Chapter 9: Alcohol
Visit glencoe.com and take the Online Quiz for Chapter 9.
HEALTH QUIZ Wrap-Up
Have students visit
glencoe.com to take the
Chapter 9 Quiz.
294
Have students retake the Health Quiz in the
chapter opener and compare those answers
with their first answers. Go over each
question, asking volunteers to explain the
answers. Refer students to the appropriate
place in the chapter and review those
concepts if students are still unsure of
the answers.
Thinking Critically
Alcohol Podcast
Using complete sentences, answer the following
questions on a sheet of paper.
14. Interpret How can binge drinking lead
to death? In what way is this connected to
blood alcohol concentration?
With a partner, use Garage Band™ or
Audacity® to record a podcast about
alcohol use and refusal skills. Follow the
steps below to complete this project.
■
15. Evaluate Explain how avoiding alcohol
can have a positive effect. Be certain to
include physical, emotional, and social
effects.
■
Write About It
■
16. Expository Writing Write a short
■
advertisement encouraging teens to be
alcohol free. Be sure to include ways to say
no to negative peer influences and stay
alcohol free.
■
■
Using the textbook as a guide, write a
3–5 minute dialogue that discusses and
defines alcohol use.
Include facts about the effects of alcohol,
teens and alcohol use, alcohol use and
society, and refusal skills.
Open a new podcast project with two audio
tracks; one for each of you.
Record your audio tracks. Add lead-in
music.
Edit for content and clarity.
Save your project and make sure that it is
accessible on iTunes®.
Standardized Test Practice
Rachel’s Writing Plan
Rachel made the following concept map to
organize her ideas for a paper. Review her concept
map and then answer questions 1–3.
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1. Under which subtopic should details about the
three types of alcohol be placed?
A. Dangers of Alcohol
B. Alcohol Abuse
C. Forms of Alcohol
D. Effects of Alcohol
2. Which detail below supports the subtopic
“Dangers of Alcohol”?
A. Binge drinking may lead to death.
B. Alcohol is found in three forms: beer,
liquor, and wine.
C. It is illegal for anyone under the age of
21 to use alcohol.
D. Alcoholism can be treated.
3. Based on this writing plan, what type of
paper is Rachel planning to write?
A. a persuasive essay to convince adults
not to drink alcohol
B. a paper that describes alcohol use and
abuse
C. a paper that discusses the physical
effects of alcohol
D. none of the above
Chapter 9 Assessment 295
Alcohol Podcast
Equipment needs: Garage Band
or Audacity or similar software
Assign project partners,
and discuss the project
requirements. Emphasize
the importance of writing
and editing scripts before
beginning to record.
If access is limited,
use a sign-up sheet to
plan computer time. If
possible, have students
use the computer in
an isolated corner to
reduce background noise;
limit each pair to 8-10
minutes on the computer.
Encourage students to
download and listen to
their classmates’ podcasts.
Write About It
16. Expository Writing Tell
students that expository
writing shares knowledge
by informing, explaining,
or defining so that
others can understand
it. Students might
write a print ad or a
script for a television
or radio ad. Student
ads should include the
positive effects of being
alcohol free, as well as
some refusal skills.
Standardized Test
Practice
1. C
2. A
3. B
Making a Writing Plan Tell students to
organize their answer to an essay question
first by making a quick writing plan.
Suggest that students list the main points
of the answer. Then, students should
check the question to make sure these
main points answer it. Tell students to
organize the main points in a short outline
with supporting details. From this outline,
students can begin writing their answer.
295