ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Catholic Identity: Proverbs 9:10 and Proverbs 3:5,6
The fear of the Lord is the beginning of wisdom.
We must not live our lives as though God did not exist. We must be continually aware that
we live in God’s presence at all times. We do not want to displease Him.
Trust in the Lord with all your heart, and lean not on your own understanding; In all ways
acknowledge Him and He shall direct your path.
Alcohol, Tobacco and Other Drug Prevention
Grade Band 9-12
Standard
Description
Lesson 1 – 7 Days: Grades 9, 10, 11 or 12
ATOD.12.1.1
ATOD.12.1.2
ATOD.12.1.3
ATOD.12.7.1
ATOD.12.1.4
ATOD.12.2.1
ATOD.12.1.5
ATOD.12.1.6
ATOD.12.1.7
ATOD.12.3.1
ATOD.12.1.8
ATOD.12.1.9
ATOD.12.1.10
ATOD.12.8.1
ATOD.12.2.2
Describe categories of drugs and their effects.
Summarize the harmful short-term physical,
psychological and social effects of using drugs.
Summarize the harmful long-term physical,
psychological and social effects of using drugs.
Analyze the role of individual responsibility in
choosing to be drug free.
Differentiate between drug misuse and abuse.
Identify factors that can contribute to addiction.
Describe the stages of addiction.
Summarize negative consequences of drug
addiction.
Differentiate between proper use, misuse and
abuse of prescription and over-the-counter
medications.
Demonstrate how to read sample labels for
prescription and over-the-counter medications.
Summarize the negative short-term and longterm effects of tobacco: physical, personal and
social.
Summarize the negative effects of secondhand
smoke.
Summarize the dangers of electronic cigarettes.
Use accurate norms to support an advocacy
message designed to prevent e-cigarette use.
Content Focus







*Key Target
Briefly discuss the basics of: depressants, stimulants,
hallucinogens, Inhalants, marijuana, opiates, club drugs,
performance drugs
Discuss the basic short-term and long-term effects of
using drugs, in general
Ask: Why might someone choose to use a drug? Not use
drugs?
Ask: What does “individual responsibility” mean? How
does individual responsibility relate to the health
behaviors, especially drug use or non-use?
Explore the difference between drug use, drug misuse,
and drug abuse. Provide several examples.
Explain the nature of addiction: an irresistible urge to
repeat a behavior in spite of negative, harmful effects;
what happens in the brain when a person is addicted?
Risk factors for addiction:
Genetic link, Environment, Age (Emphasize: Younger a
person begins using, greater the chance for becoming
addicted – applies to tobacco, alcohol, other drugs)
Mental/Emotional Health Status, which substance a
person uses)
Academic
Vocabulary
Stimulants
Depressants
Narcotics
Opiates
Hallucinogens
Inhalants
Club Drugs
Anabolic Steroids
Individual responsibility
Drug Misuse
Drug Abuse
Neurotransmitters
Tolerance
Synergism
Side Effects
Addiction
Prescription
Over-the-Counter
Secondhand smoke
Passive smoking
Cessation program
Electronic cigarettes
Binge Drinking
Denial
Enabling
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Alcohol, Tobacco and Other Drug Prevention
Grade Band 9-12
Standard
Description
Lesson 1 – 7 Days: Grades 9, 10, 11 or 12
(cont.)
ATOD.12.1.11
ATOD.12.1.12
ATOD.12.1.13
ATOD.12.1.14
ATOD.12.1.15
ATOD.12.1.16
ATOD.12.1.17
ATOD.12.1.18
ATOD.12.1.19
ATOD.12.2.3
ATOD.12.1.20
ATOD.12.2.4
ATOD.12.2.5
ATOD.12.2.6
Analyze tobacco cessation programs.
Summarize the harmful short-term physical,
psychological and social effects of alcohol use.
Summarize the harmful long-term physical,
psychological and social effects of alcohol use.
Analyze the dangers of driving while under the
influence of alcohol or other drugs.
Describe the harmful effects of binge drinking.
Analyze short- and long-term benefits of
remaining alcohol free
Summarize the harmful short- and long-term
physical, psychological and social effects of
marijuana use.
Analyze the effects of illegal drugs on society.
Analyze the benefits of remaining drug free.
Summarize school rules and community laws
about tobacco, alcohol and other drug use.
Analyze the relationship between using alcohol
or other drugs and other health risks.
Analyze how school rules and community laws
influence behaviors around alcohol and other
drug use.
Analyze the role of denial and enabling in drug
use problems.
Explain how perceived norms can influence
choices around alcohol and other drugs.
ATOD.12.1.21 Explain that most high school students don’t
use tobacco, alcohol or other drugs.
Content Focus











*Key Target
Emphasize: Some people become addicts; others, using the
same drug (substance) do not. Some become addicted quite
early in their use, others become addicted months after
beginning use.
How could an addiction to drugs, alcohol included, affect
your life? (Personalization);
Explore: Consequences to physical health, social health,
emotional health, career, family life, legal, financial
Stages of addiction:
1 –Experimentation or First Use
2 - Continued Use of Drug
3 – Tolerance
4 – Dependence
5 – Addiction
How to properly read O-T-C and prescription labels
Prescription Drug Abuse: what is it, why is it very
dangerous, what can be done to address this issue?
Explore the design of e-cigarettes, how they function, myths
and truths about e-cigarettes as well as the dangers. Why are
many places banning the indoor use of e- cigarettes?
Emphasize: E-cigarettes are NOT a tobacco cessation
product.
Explore various tobacco cessation programs: compare and
contrast
Review the short-term and long-term effects of alcohol
(physical, psychological, social)
Discuss binge drinking: what is it, why is it dangerous,
how could a teen’s future be impacted by binge
drinking?
Academic
Vocabulary
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Alcohol, Tobacco and Other Drug Prevention
Grade Band 9-12
Standard
ATOD.12.2.7
ATOD.12.5.1
ATOD.12.4.1
Description
Lesson 1 – 7 Days: Grades 9, 10, 11 or 12
Analyze how media can influence choices to use
tobacco or alcohol.
Apply decision-making skills to situations
involving tobacco, alcohol and other drug use.
Demonstrate effective refusal skills that can be
used to say NO to pressure to use tobacco,
alcohol, and other drugs.
Content Focus
*Key Target
 Review the short-term and long-term effects of alcohol
(physical,
psychological, social)
 Discuss binge drinking: what is it, why is it dangerous,
how could a teen’s future be impacted by binge drinking?
 Discuss: What have been the effects of drug abuse on our
country (society)? Share recent research.
 Ask students to research the benefits of remaining drugfree; could explore the lives of famous/ celebrity drug
abusers and addicts.
 Discuss school policies and community laws about
tobacco, alcohol and other drugs. Ask: Are they
necessary? Why or Why not?
 Discuss How addiction affects the family of the addict :
Rules of the dysfunctional family (do not tell, do not
trust, do not feel)
Roles of the dysfunctional family:
 Victim (addict);
 Enabler (often the spouse; person who caters to
addict in unhealthy way;
 Family Hero (child that tries to do everything right);
 Scapegoat (child who is in constant trouble; addict
blames this child);
 Mascot (child who tries to make everybody laugh);
 Lost child (child who lives in fantasy world and tries
to be as “invisible” as possible)
How could assuming these roles affect the individual
family member’s futures? (Note: This is a very brief
description; when teaching about dysfunctional families
you must be very knowledgeable.)
Academic Vocabulary
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Alcohol, Tobacco and Other Drug Prevention
Grade Band 9-12
Standard
Description
Lesson 1 – 7 Days: Grades 9, 10, 11 or 12
Content Focus

*Key Target
Explore current, reliable statistics about teen drug use/ non-use
(Youth Risk Behavior Survey, posted on the CDC)
 Compare perceived norms to the norms from the YRBS – have
students draw healthy conclusions about perceived norms vs. actual
norms.
 Discuss the influence of media on tobacco and alcohol use.
 Explore advertising tactics and their effectiveness
 Ask: What is the relationship between effective decision-making
skills and healthy choices?
 Decision- making steps (Teach process, model process for the
students, give students opportunities to practice applying decisionmaking steps to drug-related situations. Assess students using the
critical cues of effective decision-making.)
 Refusal Skills : Explain importance of refusal skills, describe each
skill, model each skill, provide opportunities for students to practice
these skills, provide feedback for improvement, assess using a rubric
with the critical cues of refusal skills.
 Specific Refusal Skills:
Recruit an Ally – Find someone else who has the same view as yourself, or
someone who does not want to be in that situation. Example: “Sally, do you
want to go over here with me?”
Turn the Tables – Point out that you would never expect them to do
something they were not comfortable with. Example: “If you did not want
to do something that I wanted to do, I would not pressure or expect you to do
it. I would appreciate the same respect.”
Identify False Statements – Recognize that their argument is false.
Example: If they say, “Come on, everyone is doing it!” You can respond by
saying, “Not everyone is doing it. Most people are not doing it and I know
I’m not.”
Academic
Vocabulary
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Alcohol, Tobacco and Other Drug Prevention
Grade Band 9-12
Standard
Description
Content Focus
*Key Target
Academic
Vocabulary
Change the Subject – Start talking about something else. Example: “Did
you see the game this weekend?”
Take a Stand – State your position and stick to it. Example: “I do not want
to be a part of this.”
Identify Consequences – For example, “If I do that I will get grounded for a
month,” or “That’s illegal and I don’t want to jeopardize getting in trouble
with my coach.”
NOTE:
RESOURCES: (All resources are free unless otherwise stated.)
Monitoring the Future
http://www.monitoringthefuture.org/ (Current teen substance use statistics)
Drug Enforcement Administration
http://www.justice.gov/dea/pr/publications.shtml
National Youth Anti-Drug Media Campaign
American Council for Drug Enforcement
http://www.freevibe.com (drug information, facts, social support for adolescents to stay drug free)
http://www.acde.org (Information on drug use and abuse)
Just Think Twice http://www.justthinktwice.org (Drug Enforcement Administration- interactive website with drug information, quizzes and
other resources)
Alcohol Interactive site
www.thecoolspot.gov
Fetal Alcohol Syndrome Lesson
http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans/Garcia%20FAS%20Lesson%20Plan.pdf
Educators’ Guide to PEERx http://teens.drugabuse.gov/sites/default/files/PEERx_EducatorsGuide.pdf
(Drug Abuse with focus on Prescription Drugs)
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Alcohol, Tobacco and Other Drug Prevention
Gradeband 9-12
RESOURCES: (cont.)
Choose Your Path Videos http://teens.drugabuse.gov/our-projects/peerx/choose-your-path (Two short videos may be accessed here.)
 BFF or the Ex? Depending on which path you take in this video, a teenager is offered either Xanax or Vicodin by a friend.
 The Big Test In this video, a teenager must decide whether to abuse Adderall when he is preparing for a test. Adderall is a stimulant
medication prescribed to people with attention deficit hyperactivity disorder (ADHD).
Drug Abuse Infographics
Electronic Cigarettes
http://www.drugabuse.gov/related-topics/trends-statistics/infographics
http://www.cdc.gov/media/releases/2014/p0825-e-cigarettes.html
American Academy of Pediatrics
http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Study-Shows-29-percent-of-High-School-Students-Use-E-Cigarettes.asp
Pregnancy and E-Cigarette Use http://americanpregnancy.org/is-it-safe/electronic-cigarettes-and-pregnancy/
Medical News Today http://www.medicalnewstoday.com/articles/286995.php
More Teens Using E-cigarettes Than Tobacco Cigarettes
http://abcnews.go.com/Health/teens-cigarettes-tobacco-cigarettes-survey-finds/story?id=27623123
Monitoring the Future and Current E-Cigarette Research http://www.monitoringthefuture.org/pressreleases/14cigpr.pdf
Hookah Facts You Need to Know
http://mdusd-ca.schoolloop.com/file/1392793898577/1404531272621/6891015427841384954.pdf
Tobacco, E-cig, SNUS, Marijuana & Cig Smoke Activity
OXYGEN http://www.oxygen.org.au/resources
Tobacco Prevention Training
http://mdusd-ca.schoolloop.com/tupe
(Unique tobacco prevention resource)
http://www.tobaccopreventiontraining.org/activities/
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Alcohol, Tobacco and Other Drug Prevention
Grade Band 9-12
RESOURCES: (cont.)
Lungs are for Life http://lungsareforlife.ca
Purdue University/ Tobacco
(There are resources for all grade levels. Click appropriate grade level link at top of opening page.)
http://www.entm.purdue.edu/entomology/outreach/insectivity/tobacco.activity.htm
Discovery Education
http://www.discoveryeducation.com/teachers/free-lesson-plans/smoking.cfm
Tobacco Free Arizona
http://azdhs.gov/tobaccofreeaz/health/education.html
(lots of useful tobacco info)
Tobacco Prevention Curriculum http://azdhs.gov/tobaccofreeaz/resources/pdf/curriculum/tobacco-pal.pdf
(Lots of lesson ideas, including refusal skills)
Office of Adolescent Health: Substance Abuse http://www.hhs.gov/ash/oah/adolescent-health-topics/substance-abuse/tobacco/
**** Access all of the following “pictured” resources from: ****
U.S. Drug Enforcement Agency Publications/ Teacher Guides - http://www.dea.gov/pr/publications.shtml
AOD Resources
Growing up Drug-Free: A Parent’s Guide to Prevention (2012) - DEA partnered with the U.S. Department of
Education to revise this publication that was originally published in 1998. The 55-page booklet is organized in 6
major sections: 1) How This Book Will Help You? 2) What Substances Do Kids Use? 3) Why Do Kids Use Drugs? 4)
How Do I Teach My Child About Drugs? 5) What If I Think My Child is Using Drugs? 6) Resources. Parents and
caregivers will find this publication a user-friendly and valuable guide for what to do and how to communicate about
the harmful effects of illicit drugs and alcohol to children from elementary through high school.
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Drugs of Abuse (2011) - Drugs of Abuse delivers clear, scientific information about drugs in a factual,
straightforward way. With the information in this guide, parents and caregivers can help their children make smart
choices and avoid the consequences of drug abuse. This publication covers topics including the Controlled
Substances Act and introduces drug classes including narcotics, stimulants, marijuana/cannabis, inhalants, steroids,
and more. Drugs of Abuse also provides information about drugs of concern including “bath salts.”
Just Think Twice – Teacher’s Guide (2011) - The "Just Think Twice Teacher's Guide" provides lesson plans for
teachers to use with DEA's website for teens in grades 9-12, www.justthinktwice.com. The guide includes an
introductory module for students and ten modules for each section of the website. Each module is broken down into
these sections: Introduction, Learning Objectives, Materials, Preparation, Discussion, Activities, and Assessment. The
lessons encourage students to think critically about the messages they hear from their friends and the media about
drugs. The information challenges the idea that drugs are harmless and teaches the harmful health and societal
effects of drug abuse.
Get It Straight - The Facts About Drugs Facilitator Guide (2011) - The Facilitator Guide for "Get It Straight, The Facts
About Drugs is to be used in conjunction with the GIS to support the implementation of various teen activities for the
instructor to implement. It includes these components for each topic in the Student Guide: overview, learning
outcomes, time needed, key terms, advance preparation, facilitation notes, integrating other subject areas, and
additional study. The publications can be used in various settings, e.g., student health classes, afterschool programs,
faith-based youth groups, and youth service programs to provide accurate information on some of the most common
drugs and the consequences of drug use.
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Get It Straight - The Facts About Drugs Student Guide (2011) - The Drug Enforcement Administration and Boys and
Girls Clubs of America collaborated to write and produce a publication on drugs that targets middle school youth,
entitled, "Get It Straight" (GIS), The Facts About Drugs - Student Guide. GIS is an informative, interactive program
designed to help younger teens expose common myths about drugs and learn the truth about drugs. The Guide
includes information on cough medicine, over-the-counter drugs, nonmedical use of prescription drugs, inhalants,
marijuana, K2/spice, alcohol and tobacco, consequences of drug use, reasons why teens use drugs, peers, media
and other influences, making good personal decisions, and drug prevention resources.
Prescription for Disaster: How Teens Abuse Medicine (Second Edition 2012)- Increasing numbers of teens are using
prescription and over-the-counter medications to get high. Many parents and caregivers don’t know enough about
this problem, and many teens don’t understand the dangers. Prescription for Disaster: How Teens Abuse Medicine is
a guide that helps parents and caregivers understand and identify the medications teens are abusing. An invaluable
resource for parents and caregivers, Prescription for Disaster: How Teens Abuse Medicine presents prescription drug
basics, includes information about commonly abused prescription drugs, lists steps parents and caregivers can take
to keep their teens drug free, and more.
Speaking Out Against Drug Legalization (2010) - The booklet, Speaking Out Against Drug Legalization, (2010) is
designed to dispel the inaccuracies about drug legalization and present accurate information on legalization, drug
policy and drug abuse. The booklet is divided in two main sections: Popular Myths About Drug Legalization and
Summary of the Top 10 Facts on Legalization. Some of the topics include: a balanced approach of prevention,
enforcement and treatment; smoked marijuana; crime, violence and drug use; and nonviolent drug users and
treatment. The information is presented in a bulleted format, to provide specific points on the most common myths
and facts about drugs and drug abuse. The Endnotes are located in the last chapter of the 65-page booklet.
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Drug Prevention 4 Teens (2008) - This 30-page booklet is organized in three parts: Today's Drug Problem, Drug
Prevention and Awareness, and What you Can Do. The first part covers 13 different drugs with color graphics of each
drug; the second part includes various drug prevention programs and prevention resources; the third part provides
helpful ideas on prevention projects and activities in which teens can be involved.
Drug Fact Cards – Drug Enforcement Agency (DEA) developed 5 drug fact cards on marijuana, DXM, MDMA
(Molly), Heroin, and K2/Spice for teens and adults to download. The cards are 2-sided, 3x8 inches.
Source: Drug Enforcement Administration: : http://www.justice.gov/dea/pr/publications.shtml
Books:
Rogers, Vanessa. A Little Book of Alcohol: Activities to Explore Alcohol Issues with Young People. Nasco, 2012. $19.95
Rogers, Vanessa. A Little Book of Drugs: Activities to Explore Drug Issues with Young People. Nasco, 2012. $19.95 Homik-Beer, Edith. For
Teenagers Living With a Parent Who Abuses Alcohol/Drugs. iUniverse; Authors Guild Backinprint.com ed. edition, 2001
Hastings, Jill and M. Typpo. An Elephant in the Livingroom. Hazelton, 1994
is like living with an alcoholic)
(Excellent, even if it is dated. (Helps teachers to understand what it
Straus Farber, Susan. Healing Days: A Guide for Kids Who Have Experienced Trauma. Magination Press, 2013.
Taylor, C. The House That Crack Built. Chronicle Books, 1992 (Still very current for today! Helps students to see how illegal drugs affect so many
people, even people who do not knowingly use the drug. Takes a well-known nursery rhyme and brilliantly transformed it into a powerful poem
about the tragic problem of illegal drugs and its victims.)