| Grades | Influences on AODA Conceptualization | Effects of Alcohol and Other Drug Abuse | Rules About Alcohol and Other Drugs | Keeping Safe From Alcohol & Other Drug Abuse |
| 9-12 |
A. What current economic, cultural, and social factors promote alcohol and
other drug abuse? B. To what extent have tobacco, alcohol, and other drugs permeated my culture and community? C. How has this permeation of tobacco, alcohol, and other drugs influenced the way I demonstrate that I am becoming more adult? D. What concept of adulthood are others demonstrating for me? E. What concept of adulthood am I demonstrating for others? F. How does my use or nonuse of alcohol and other drugs enhance or detract from my sense of self-worth, sexuality, and gender identity? G. How do my family's and friends' views and practices regarding alcohol and other drugs affect my behavior? H. What stages has my thinking gone through since kindergarten regarding alcohol and other drugs? |
A. How do parents' choices regarding alcohol and other drugs affect their
children? B. How does a person's alcohol and other drug use affect others? Misuse? Abuse? Nonuse? C. How does alcohol and other drug nonuse, use, misuse, and abuse affect a person's style of thinking or ability to think? D. How are these effects on thinking addressed in treatment and recovery? E. How do effects of alcohol and other drugs on the mind and body change if drugs are combined with one another or with other substances? F. What effect has AODA had on our city, state, nation, and world? |
A. What process do I now use to set rules for myself concerning alcohol and
other drugs? B. How does this process compare with the way I established rules for myself when I was younger? C. Do my rules about alcohol and other drugs allow me to make positive choices for myself? D. Do my rules about alcohol and other drugs affect others positively, negatively, or in a mixed way? E. What are my internalized rules for alcohol and other drugs? F. How do these rules compare with previous rules and with external rules? G. What is the basis of the school's, community's, and society's thinking that generated current laws and policies related to alcohol and other drugs? H. How can a person differentiate norms from rules and laws related to alcohol and other drugs? I. What are the implications for myself and others if the majority of people in society choose to ignore rules and laws related to alcohol and other drugs? J. What are the legal consequences for me of ignoring rules and laws related to alcohol and other drugs? K. What are justifiable criteria for judging the fairness of rules, laws, policies, and norms related to alcohol and other drugs? L. If rules, laws, policies, and norms related to alcohol and other drugs are proven unfair, what is the appropriate response to individuals and society? |
A. What skills and attitudes have I developed that help keep me and others
safe and healthy in relation to AODA? B. How consistently do I apply these skills and attitudes in AODA-related situations? C. What kind of support do I need to help me consistently use these skills and attitudes? D. How have my skills and attitudes improved as I've gotten older? E. How do these skills and attitudes affect my risk of becoming infected with the human immunodeficiency virus (HIV) or other sexually transmitted diseases, having a child with fetal alcohol syndrome, becoming a victim or perpetrator of sexual violence, being involved in an unplanned pregnancy, dropping out of school and breaking the law? F. How can I foster positive skills and attitudes in others? G. How can I become involved in the social systems that exist to develop positive skills and attitudes in citizens and help those with AODA-related problems? H. How can I become an advocate for AODA programs in my school and community? |
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Potential Integration Areas: | Health, Developmental Guidance, Social Studies, Art, Language Arts, Reading, Speech, Foreign Language, Family and Consumer Education, History. Economics, Drama, Psychology, Music, English, Driver's Education | Health, Developmental Guidance, Art, Science, Physical Education, Social Studies, Speech, Math, Family and Consumer Education, History, Economics, English, Music, Drama, Science, Psychology, Business Education, Agriculture, Technical Education, Driver's Education | Health, Developmental Guidance, Social Studies, Art, Language Arts, Speech, Foreign Language, Physical Education, Family and Consumer Education, History, Economics, English, Music, Drama, Science, Psychology, Business Education, Agriculture, Technical Education, Driver's Education | Health, Developmental Guidance, Art, Science, Physical Education, Social Studies, Speech, Math, Family and Consumer Education, English, Drama, Science, Psychology, Agriculture, Business Education, Technical Education, Driver's Education |
Courtesy of the Wisconsin Department of Public Instruction (1992)