Crossing the Line
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING CROSSING THE LINE
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program
Introduction to Vocabulary .
Discussion Ideas . . . . . . . .
Focus . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . .
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AFTER VIEWING THE PROGRAM
Suggested Activities . . . .
Vocabulary . . . . . . . . . .
Checking Comprehension
Test . . . . . . . . . . . . . . . .
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SECTION 1
SECTION 2
SECTION 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
1
© Copyright 2000 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 2000 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
3
© Copyright 2000 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 2000 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language preparedness,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
5
© Copyright 2000 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
© Copyright 2000 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
AFTER VIEWING THE PROGRAM
SECTION 4
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: words, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
7
© Copyright 2000 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
M A TH
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
8
© Copyright 2000 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabulary
activity allows students to use the
related words and phrases in a different context.
9
© Copyright 2000 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
10
© Copyright 2000 AIMS Multimedia
Crossing the Line
THEMES
The theme of social and personal
responsibility are presented and discussed as young people who drove
while under the influence of alcohol
talk about their behavior and its effect
on them and their victims.
OVERVIEW
Crossing the Line takes an intimate
yet hard hitting look at a group of
young DUI drivers who are paying
the consequences of having had a
few drinks and getting behind the
wheel of a car.
Documentary interviews from the drivers' jail cells each describe the
regret about the ill-fated moment that
changed their lives, took away their
freedom, and claimed the lives of several crash victims.
Crash survivors and the family and
friends of victims speak movingly
about the void in their lives, the lost
opportunities and pain of knowing
they will never see their loved ones
again. Law enforcement officers,
attorneys, and court officials speak
about the legal issues of alcohol related crashes. A medical examiner
also explains how alcohol effects the
brain and ones ability to operate a
motor vehicle.
OBJECTIVES
A
To illustrate the severe and permanent damage that can occur
when one drinks and drives
A
To provide information to help
those who drink and drive to
change their behavior
A
To disprove the myth that a few
drinks does not impair ones ability to drive responsibly
11
© Copyright 2000 AIMS Multimedia Crossing the Line
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
12
© Copyright 2000 AIMS Multimedia Crossing the Line
INTRODUCTION TO
THE PROGRAM
INTRODUCTION TO
VOCABULARY
FOCUS
Explain to students that this program
seeks to dispel the myth around driving under the influence and " it can't
happen to me" by presenting real
stories of" average students" to whom
tragedy did occur and the results of
their life-changing events.
Write the following vocabulary words
on the chalkboard and pronounce
each word aloud: confine, deterrence, DUI, impairment, incarcerated, indictment, manslaughter,
motor vehicle, secure, and veer.
Explain that these words will be used
in the program and in several followup activities. Encourage students to
note each word as it is presented,
and try to determine its meaning from
context clues.
Ask students to think about a time
when they or someone they know
might have been in the position to
drive while under the influence or be
a passenger in a car with a driver
who was impaired as they view this
program. Encourage them to think
about several different outcomes that
could take place in such a situation.
DISCUSSION IDEAS
You may wish to ask the class one or
more of the following questions
before students view the program: Do
you know someone who has been
affected by a driver who drove under
the influence of alcohol? (explain)
What impact doe those who drink
under the influence have on society?
Do you think that you can drink and
drive responsibly? What do you
think would happenif you were
stopped by the police while driving
under the influence? If someone was
injured or killed while you were driving under the influence?
13
© Copyright 2000 AIMS Multimedia Crossing the Line
JUMP RIGHT IN
HOW TO USE THE
CROSSING THE LINE AIMS TEACHING MODULE
Viewing
CROSSING THE LINE
Preparation
A
A
A
Read Crossing the Line Themes,
Overview, and Objectives to
become familiar with program
content and expectations.
A
Use Preparation for Viewing
suggestions to introduce the topic
to students.
A
Set up viewing monitor so that all
students have a clear view.
Depending on your classroom
size and learning range, you may
choose to have students view
Crossing the Line together or in
small groups.
Some students may benefit from
viewing the video more than one
time.
After Viewing
LINE
A
CROSSING THE
Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
A Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
A
Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
A You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
A Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
A Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
14
© Copyright 2000 AIMS Multimedia Crossing the Line
SUGGESTED ACTIVITIES
Critical Thinking
Lead a discussion where students consider the behavior of Joseph, one of the drivers in jail
for drag racing while under the influence . He had expected to be treated as a minor and get
off lightly in court. Ask: What do you think should be the legal consequences for a minor who
drinks and drives? What if that juvenile driver causes death or injury through an alcohol related crash?
20 Minutes
Connection to Social Studies / Law
Have students research the drunk driving laws in your community or state. Encourage students
to look for information on any or all of the following: the blood alcohol level necessary to be
considered DUI, mandatory punishments for DUI, the legal drinking age, tests used to determine roadside sobriety, how drunk drivers are treated in the court (as adults or minors) and
so on.
SO CIA L
ST UD IES
30 Minutes
Meeting Individual Needs
As students view the video, have them note any questions about concepts or vocabulary that
they may have. Working in pairs or in small groups, have students review their questions at
the end of the class discussion.
20 Minutes
Writing
Ask students to select one person that they saw in the program. Have them write a letter to this
person explaining their response to what has happened to him or her. You may wish to have
students read their letters aloud to the class.
25 Minutes
15
© Copyright 2000 AIMS Multimedia Crossing the Line
Extended Activity
Have students conduct a survey of their grade level classmates or the school about the incidence of drinking and driving under the influence in your school. You may wish to have students present their findings in the school newspaper or on the school or class website.
Encourage a discussion of the significance of the findings.
40 Minutes
Cultural Awareness
Different cultures hold a range of opinions about alcohol consumption. As a class, identify several cultures that students would be interested in researching on this topic. Remind students
to look for information about the penalties for drinking and driving as they conduct their
research. You may wish to have students work in pairs or in small groups. Have students report
their findings orally to the class. Discuss the similarities and differences among the cultures that
are reported.
CULTURE
20 Minutes
Link to the World
Invite a speaker to your class to talk about the issue of teen drinking and driving. Possible
speakers might include a lawyer, judge, police officer, representative from MADD (Mother
Against Drunk Driving) or SADD (Students Against Drunk Driving), a victim of a drunk driver,
or a convicted drunk driver. Encourage students to think about the questions they will ask of
your visitor. Allow time for students to write a post-visit thank you letter to your speaker.
30 Minutes
In the Newsroom
Have students scan the local newspaper for a week or more and collect news stories about
driving accidents that involve alcohol. Working in pairs, have students read and analyze their
stories and identify such features as the age and gender of the driver and victim, extent of
injuries, and the time and location of the accident. Suggest that students use a graphic organizer to present their findings. Have each pair make a report to the class. Encourage students
develop inferences or generalizations about this data.
16
© Copyright 2000 AIMS Multimedia Crossing the Line
35 Minutes
Culminating Activity
Have students conduct a mock trial where a class member is being tried for driving under the
influence. In small groups, or as a class, establish the details about the driver, the event, the
victim or victims, and so on. Assign roles for defendant, lawyers, judge, jury and plaintiff.
90 Minutes
17
© Copyright 2000 AIMS Multimedia Ronald Reagan: An American Success Story
Name
VOCABULARY
Listed below are ten words from Crossing the Line. Write their definitions in the space provided and
then use each word correctly in a sentence. You may use the back of this page or a separate sheet
of paper for your sentences.
1. confine:
________________________________________________________
2. deterrence:
________________________________________________________
3. DUI:
________________________________________________________
4. impairment:
________________________________________________________
5. incarcerate:
________________________________________________________
6. indictment:
________________________________________________________
7. manslaughter:
________________________________________________________
8. motor vehicle:
________________________________________________________
9. secure:
________________________________________________________
10. veer:
________________________________________________________
18
© Copyright 2000 AIMS Multimedia Crossing the Line
Name
CHECKING COMPREHENSION
Read the following questions. Write the correct answer in the space provided.
1. How did David and his friends get into an accident?
__________________________________________________________________________________
__________________________________________________________________________________
2. How does the lawyer describes the driving laws in his state?
__________________________________________________________________________________
__________________________________________________________________________________
3. Why does the police investigator secure an accident scene?
__________________________________________________________________________________
__________________________________________________________________________________
4. Why does the judge think that the punishment for driving under the influence in his state is so
severe?
__________________________________________________________________________________
__________________________________________________________________________________
5. In what way is the response of the victims' families the same ?
__________________________________________________________________________________
__________________________________________________________________________________
19
© Copyright 2000 AIMS Multimedia Crossing the Line
Name
PEER PRESSURE
It is often difficult to say no to accepting a drink from friends. Working with a partner, write a
response to each of the possible scenarios.
1. It's just beer. It's not like the hard stuff. Come on, have one.
Response:
__________________________________________________________________________________
__________________________________________________________________________________
2. Bob can take us home in his car. He hasn't had much to drink, just a couple.
Response:
__________________________________________________________________________________
__________________________________________________________________________________
3. You're a drag. Why you won't have anything to drink and party with us?
Response:
__________________________________________________________________________________
__________________________________________________________________________________
4. How about buying some drinks and going out cruising to see who
else is out tonight?
Response:
__________________________________________________________________________________
__________________________________________________________________________________
20
© Copyright 2000 AIMS Multimedia Crossing the Line
Name
A CONTRACT FOR LIFE
Organizations such a Students Against Driving Drunk (SADD) distribute sample contracts for
parents and teenagers . Use the format provided below and create your own drinking-driver
contract. You may wish to include a logo or some art work on your contract.
Title: __________________________________________________________
Teenager:
I agree to
_____________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________
Signature
Parent:
I agree to _____________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________
Signature
____________________________
Date
21
© Copyright 2000 AIMS Multimedia Crossing the Line
Name
DRINKING AND DRIVING
Read the statements below about drinking and driving. Working with a partner, or in a small group,
list five things that you think could be done in your school or community to reduce this number of
deaths. Your teacher may ask you and your partner to share your list with the class.
In 1996, 17,274 people died in alcohol related automobile accidents. Of these, nearly twenty-five
hundred were between the ages of sixteen and twenty. Alcohol related auto crashes is the number
one killer of fifteen-to twenty four year olds.
1._________________________________________________________________________________
_________________________________________________________________________________
2._________________________________________________________________________________
__________________________________________________________________________________
3._________________________________________________________________________________
__________________________________________________________________________________
4._________________________________________________________________________________
__________________________________________________________________________________
5._________________________________________________________________________________
__________________________________________________________________________________
22
© Copyright 2000 AIMS Multimedia Crossing the Line
Name
A WIDE CIRCLE
The first segment of the program focused on an accident caused by a young college student named
David. Following are people who were effected by the accident. In the space provided, describe
their response to this accident.
David: ____________________________________________________________________________
__________________________________________________________________________________
Jill Saunder (David's girlfriend):_______________________________________________________
__________________________________________________________________________________
Donna DeSanto (the victim's sister): ___________________________________________________
__________________________________________________________________________________
Mr. Bonds: ________________________________________________________________________
__________________________________________________________________________________
Gene Maurer (lawyer): _____________________________________________________________
__________________________________________________________________________________
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© Copyright 2000 AIMS Multimedia Crossing the Line
Name
PROTECTING THE SCENE
In the program, Crossing the Line, the police investigator describes his responsibilities at the scene
of an accident. In the space provided, describe three things the officer and his assistants do and
explain why.
1. ________________________________________________________________________________
__________________________________________________________________________________
2. ________________________________________________________________________________
__________________________________________________________________________________
3.________________________________________________________________________________
__________________________________________________________________________________
24
© Copyright 2000 AIMS Multimedia Crossing the Line
Name
TEST
Underline the phrase which best answers the question.
1. When he was drinking and driving, David said that he
a. was always afraid of getting caught
b. felt in control
c. was always extra careful behind the wheel
d. none of the above
2. The laws for driving under the influence in Delaware are
a. fair.
b. controversial.
c. strict.
d. none of the above.
3. How was the minor who drove under the influence treated by the court?
a. He was treated and convicted as an adult.
b. He was treated as a minor and received a light punishment.
c. He was put on probation because he had been so severely injured.
d. none of the above
4. Debbie might have not had been killed if she had
a. taken a ride with another person.
b. worn her seat belt.
c. had not been drinking.
d. all of the above
5. Why was the accident scene secured by the police?
a. They wanted to keep bystanders away.
b. They had to collect evidence from the scene that could be used in court.
c. They had to needed to keep it clear for emergency vehicles.
d. all of the above
6. Another word for being in jail is
a. confined
b. DUI
c. incarcerated
d. none of the above
25
© Copyright 2000 AIMS Multimedia Crossing the Line
Name
TEST (CONTINUED)
7. When one gets behind the wheel of an automobile
a. one is in danger.
b. one assumes a significant responsibility.
c. one is exercising a right of any citizen.
d. none of the above
8. In the state mentioned in this program, a strong punishment for driving under the influence is seen
as
a. unreasonable.
b. no deterrent to DUI.
c. a deterrent to DUI.
d. none of the above
9. David describes his time in jail as
a. a time to be able to think about what he has done.
b. a nightmare.
c. a punishment he must accept .
d. none of the above
10. Alcohol can effect the body
a. very soon after one has a drink.
b. several hours after one has a drink.
c. more if one has had something to eat.
d. none of the above
26
© Copyright 2000 AIMS Multimedia Crossing the Line
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
8269-EN-VID-JE3: “Drinking and Drugs: Driving under the Influence”
9667-EN-VID-JE3: “Marijuana, Driving, and You”
8494-EN-VID-JE3: “Alcohol and Pregnancy: Fetal Alcohol Syndrome and Fetal Alcohol Effects”
9955-EN-VID-JE3: “Alcohol and Cocaine: The Secret of Addiction”
8913-EN-VID-JE3: “Teens and Tobacco”
27
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 18
VOCABULARY
Listed below are ten words from Crossing the Line. Write their definitions in the space provided and
then use each word correctly in a sentence. You may use the back of this page or a separate sheet
of paper for your sentences. Definitions appear in bold. Sentences will vary but should reflect
correct usage.
1. confine:
to restrict, limit confine, to shut up or keep inside, as in prison
2. deterrence:
the act of preventing or discouraging someone or something from
acting
3. DUI:
driving under the influence (of alcohol)
4. impairment:
to have diminished strength, quantity, or quality
5. incarcerate:
to put in jail, imprison
6. indictment:
the act of accusing one of wrong doing, a charge or accusation
against a person
7. manslaughter:
the unlawful killing of a person without the intent to do so
8. motor vehicle:
a self-propelled vehicle that travels on wheels, but does not run on
rails, for example, an automobile
9. secure:
to guard against danger or loss
10. veer:
to turn aside from a course, direction or purpose
28
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 19
CHECKING COMPREHENSION
Read the following questions. Write the correct answer in the space provided.
1. How did David and his friends get into an accident?
ANSWER: David had had too much to drink and drive. He was speeding and lost control of the
car.
2. How does the lawyer describes the driving laws in his state?
ANSWER: They are color blind, gender blind and social status blind. If one is convicted of driving
under the influence, , a mandatory jail sentence will follow.
3. Why does the police investigator secure an accident scene?
ANSWER: The scene is secured in order to collect evidence and data that can be used in a court
case.
4. Why does the judge think that the punishment for driving under the influence in his state is so
severe?
ANSWER: It is to serve as a deterrent to those who might drink and drive
5. In what way is the response of the victims' families the same ?
ANSWER: All of them strongly feel the absence of the person who was killed and regret the
opportunity to be together.
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© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 20
PEER PRESSURE
It is often difficult to say no to accepting a drink from friends. Working with a partner, write a
response to each of the possible scenarios. ANSWER: Responses will vary, but should be realistic
and effective.
Possible responses: No thanks; if I drink I'll lose privileges. No thanks; what else do you have to
drink? No thanks; I have to drive home. No, thanks; I don't drink.
1. It's just beer. It's not like the hard stuff. Come on, have one.
Response:
2. Bob can take us home in his car. He hasn't had much to drink, just a couple.
Response:
3. You're a drag. Why you won't have anything to drink and party with us?
Response:
4. How about buying some drinks and going out cruising to see who
else is out tonight?
Response:
30
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 21
A CONTRACT FOR LIFE
Organizations such a Students Against Driving Drunk (SADD) distribute sample contracts for
parents and teenagers . Use the format provided below and create your own drinking-driver
contract. You may wish to include a logo or some art work on your contract.ANSWER: Responses
will vary but should reflect a commitment on the part of the teenager to call for advice or a ride
home when he or she has been drinking. The parent agreement should be one to come to the
teenager's assistance without question, at any hour of the day or night, and expect to talk about
the situation at a later time.
Title: __________________________________________________________
Teenager:
I agree to
_____________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________
Signature
Parent:
I agree to _____________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________
Signature
____________________________
Date
31
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 22
DRINKING AND DRIVING
Read the statements below about drinking and driving. Working with a partner, or in a small group,
list five things that you think could be done in your school or community to reduce this number of
deaths. Your teacher may ask you and your partner to share your list with the class.
In 1996, 17,274 people died in alcohol related automobile accidents. Of these, nearly twenty-five
hundred were between the ages of sixteen and twenty. Alcohol related auto crashes is the number
one killer of fifteen-to twenty four year olds. ANSWER: Responses will vary but should reflect some
thought on, and realism about, possible steps that could be taken.
1._________________________________________________________________________________
_________________________________________________________________________________
2._________________________________________________________________________________
__________________________________________________________________________________
3._________________________________________________________________________________
__________________________________________________________________________________
4._________________________________________________________________________________
__________________________________________________________________________________
5._________________________________________________________________________________
__________________________________________________________________________________
32
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 23
A WIDE CIRCLE
The first segment of the program focused on an accident caused by a young college student named
David. Following are people who were effected by the accident. In the space provided, describe
their response to this accident. ANSWER: Responses will vary. Sample responses are provided.
David: He regrets his actions and takes responsibility for them. He is not hopeful about his future
because he will have a manslaughter charge on his record.
Jill Saunder (David's girlfriend):She misses her best friend who was killed in the accident. She is
angry at David, her former boyfriend.
Donna DeSanto (the victim's sister): She has had to face the loss of her older sister, Debbie, when
she was a teenager, which was and still is very upsetting. She misses her sister and is sad and
upset at knowing that she and her sister will not be able to share a future together.
Mr. Bonds: He regrets the loss of having his son with him and the family living a normal life. He
is sorry for the loss of the DeSanto family.
Gene Maurer (lawyer): He admits that however good a lawyer may be, the law in Delaware will
send someone who drinks and drives to prison for a substantial period of time.
33
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 24
PROTECTING THE SCENE
In the program, Crossing the Line, the police investigator describes his responsibilities at the scene
of an accident. In the space provided, describe three things the officer and his assistants do and
explain why.
1. They must first secure the scene in order to protect it from being disturbed. They must be able
to collect evidence and information so that it can be used in court.
2. They may photograph or video tape the scene.
3. They may collect data at the scene, such as skid marks or gouge marks.
4. They collect pieces of evidence and label it for possible use in a trial.
34
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 25
TEST
Underline the phrase which best answers the question.
1. When he was drinking and driving, David said that he
a. was always afraid of getting caught
b. felt in control
c. was always extra careful behind the wheel
d. none of the above
2. The laws for driving under the influence in Delaware are
a. fair.
b. controversial.
c. strict.
d. none of the above.
3. How was the minor who drove under the influence treated by the court?
a. He was treated and convicted as an adult.
b. He was treated as a minor and received a light punishment.
c. He was put on probation because he had been so severely injured.
d. none of the above
4. Debbie might have not had been killed if she had
a. taken a ride with another person.
b. worn her seat belt.
c. had not been drinking.
d. all of the above
5. Why was the accident scene secured by the police?
a. They wanted to keep bystanders away.
b. They had to collect evidence from the scene that could be used in court.
c. They had to needed to keep it clear for emergency vehicles.
d. all of the above
6. Another word for being in jail is
a. confined
b. DUI
c. incarcerated
d. none of the above
35
© Copyright 2000 AIMS Multimedia Crossing the Line
ANSWER KEY for page 26
TEST (CONTINUED)
7. When one gets behind the wheel of an automobile
a. one is in danger.
b. one assumes a significant responsibility.
c. one is exercising a right of any citizen.
d. none of the above
8. In the state mentioned in this program, a strong punishment for driving under the influence is seen
as
a. unreasonable.
b. no deterrent to DUI.
c. a deterrent to DUI.
d. none of the above
9. David describes his time in jail as
a. a time to be able to think about what he has done.
b. a nightmare.
c. a punishment he must accept .
d. none of the above
10. Alcohol can effect the body
a. very soon after one has a drink.
b. several hours after one has a drink.
c. more if one has had something to eat.
d. none of the above
36
© Copyright 2000 AIMS Multimedia Crossing the Line