Educating Student About Drug Use and Mental Health - Grade 10: Expectation 3

Grade 10 Overview

Exp 1 T/L S 1

Exp 1 T/L S 2

2

3

Demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding underage drinking, impaired driving, the Tobacco Control Act).

Bold text between the orange lines are excerpts from Grade 9 Healthy Active Living Education Course Profile, Unit 3, Activities 4 & 5.

Teaching/Learning Activity 4:

The students will examine a series of statements regarding the legal aspects of substance use and abuse. They will decide which situations are illegal and which are legal. The teacher will use discussion starters (e.g., Which laws or regulations surprised you? How does knowledge of these laws affect your decisions about what you do?) In small groups, the students will discuss the impact of the legalities.

Additional Activity:

Using the following Case Studies, in small groups the students will identify the key legal issues, the consequences, the relationship to their own experiences and ways to prevent consequences.

Background information for the teacher is provided in bold in each case study. Discuss with students that there may be more than one act involved in each case study and that the laws may be federal (e.g., Criminal Code of Canada), provincial (e.g., Liquor License Act) or municipal (Municipal Alcohol Policy).

Legal Issues Case Studies: Student Worksheet

#1 Case Study — Tobacco

A seventeen-year-old student purchases cigarettes from a convenience store. He goes to his brother's school at lunch. His brother is in Grade 7. The high school student shares his cigarettes with his brother and his friends behind the school.

• Based on the above information, what are the legal issues?
• What could be the consequences for all the students, the store employee and the storeowner?
• Have you ever known of a similar situation? Please discuss.
• What could you do to prevent similar consequences?

#2 Case Study — Drinking and Driving

A sixteen-year-old girl has her G-2 license. She has been at a party where she drank one beer. She was stopped at a RIDE spot check and she tested .04 on the breathalyzer.

• Based on the above information, what are the legal issues?
• What could be the consequences?
• Have you ever known someone in a similar situation? Please discuss.
• What could you do to prevent similar consequences?

#3 Case Study — Cannabis

A sixteen-year-old girl has smoked marijuana on her walk to school. In class, her teacher notices the smell of marijuana and informs the vice-principal. The VP checks the student's locker and finds a small bag of marijuana.

• Based on the above information, what are the legal issues?
• What could be the consequences for the student?
• Have you ever heard of a similar situation? Please discuss.
• What could you do to prevent similar consequences?

#4 Case Study — Alcohol Liability

A couple had a party and one of their guests got drunk and was hurt. The guest was injured after diving 2.4 metres off the roof of the couple's home into the shallow end of the backyard pool, less than one metre deep. The guest had ignored a warning from the hostess. He acknowledged that the dive was dangerous, took the plunge and broke his neck. Confined to a wheelchair, he then sued the couple for failing to stop him from diving. His lawyer argued in court that the couple had a duty to do more than simply warn his client about the possible dangers of his actions.

• Based on the above information, what are the legal issues?
• What could be the consequences for the hosts?
• Have you ever been in a party situation where things could have gotten out of hand?
• What could you do to prevent similar consequences?
  

Legal Issues Case Studies: Teacher Answer Guide

#1 Case Study - Tobacco

A seventeen-year-old student purchases cigarettes from a convenience store. He goes to his brother's school at lunch. His brother is in Grade 7. The high school student shares his cigarettes with his brother and his friends behind the school.

• Based on the above information, what are the legal issues?

1. Selling to minors
2. Supplying tobacco to minors
3. Smoking on school property.

• What could be the consequences for all the students, and the store employee and storeowner?

1. Fines for violating the Tobacco Control Act are $215 for an individual for a first offence, with a maximum fine of $4,000. A corporation can be fined up to $10,000 for the first offence and the maximum fine for a director of a corporation is $100,000 for repeat offences
2. Retailer may lose the right to sell or even store tobacco on premises.
3. Consequences may vary according to school policy. Could result in suspension, participation in a cessation program, etc. Could also result in a ticket being written by a Tobacco Control Officer resulting in a fine of $120.
4. Consequences imposed by parents.

• Have you ever known of a similar situation? Please discuss.
• What could you do to prevent similar consequences?

#2 Case Study — Drinking and Driving

A sixteen-year-old girl has her G-2 license. She has been at a party where she drank one beer. She was stopped at a RIDE spot check and she tested .04 on the breathalyzer.

• Based on the above information, what are the legal issues?

• 1. G-2 License allows for zero level of alcohol
  2. Possession or consumption by a person under 19 (under-age drinking)
  3. Supplying alcohol to a person under 19.
  4. What could be the consequences?
  5. Suspension of G-2 for at least 30 days (Administrative Suspension)
  6. Parental consequences
  7. Transportation limitation (e.g., may need to drive to get to school or work)
  8. Insurance impact - costs will increase
  9. Conviction for possession or consumption by a person under 19 (under-age drinking)
  10. Can result in a fine of $105 (plus $20 surcharge)
  11. Conviction for supplying alcohol to a person under 19 (serving under-age) can result in a fine of $105 (plus $20 surcharge)
  12. Reported on police clearance report
      
      
• Have you ever known someone in a similar situation? Please discuss.
• What could you do to prevent similar consequences?

#3 Case Study — Cannabis

A sixteen-year-old girl has smoked marijuana on her walk to school. In class, her teacher notices the smell of marijuana and informs the vice-principal. The VP checks the student's locker and finds a small bag of marijuana.

• Based on the above information, what are the legal issues?

• What could be the consequences for the student?
  
  
  1. Can be charged and convicted of possession - 30 g or less, which carries a maximum fine of $1000 or six months imprisonment
  2. Consequences may vary according to school policy (e.g., suspension, expulsion, participation in a treatment program)
  3. Consequences imposed by parents
  4. Criminal record may limit job choices, travel, ability to adopt, etc.
      
• Have you ever heard of a similar situation? Please discuss.
• What could you do to prevent similar consequences?

#4 Case Study — Alcohol Liability

A couple had a party and one of their guests got drunk and was hurt. The guest was injured after diving 2.4 metres off the roof of the couple's home into the backyard pool into the shallow end less than one metre deep. The guest had ignored a warning from the hostess. He acknowledged that the dive was dangerous, took the plunge and broke his neck.

Confined to a wheelchair, he then sued the couple for failing to stop him from diving. His lawyer argued in court that the couple had a duty to do more than simply warn his client about the possible dangers of his actions.

• Based on the above information, what are the legal issues?
  
  
  1. Liability for serving past the point of intoxication resulting in an injury.
  2. In this instance it was determined that the hosts had a duty to more than simply warn their guest of the possible dangers of his actions (Occupier's Liability Act).
     
• What could be the consequences for the hosts?

• Have you ever been in a party situation where things could have gotten out of hand?
• What could you do to prevent similar consequences?

  Alternative Activity:

1. Three areas of the room are labeled:
 

Legal

Illegal

Don't Know

 

2. The teacher reads each situation and students indicate their response by moving to the area that corresponds with their answer.

3. The teacher should read the answer and discuss with students.
  .

Situation	Answer
Legal Aspects:
Leroy and his buddies are smoking on school property...although they are hidden from view. Legal Illegal Don't Know	Illegal It is illegal for anyone, staff, student or visitor, to smoke anywhere on school property. If under 16, the person will receive a summons to appear in court and the judge will determine the fine. The fine is automatically $120 if over 16.
Omar is 17. His family is having a party at home to celebrate his father's birthday. Omar has a glass of wine with dinner. Legal Illegal Don't Know	Legal It is legal for an under-age person to drink alcohol in the company of his/her parents, at home.
Omar's friend Jon (age 17) comes to dinner and Omar's dad also serves him a glass of wine also. Legal Illegal Don't Know	Illegal It is illegal to serve alcohol to underage friends of children.
Xi's locker was searched at school. The principal found marijuana. Legal Illegal Don't Know	Illegal Possession of 30 grams or less of marijuana is an offence which carries a maximum fine of $1000 or six months imprisonment.
Sharla was driving home and was pulled over by police. She refused to provide a breath sample and did not give a reason. Legal Illegal Don't Know	Illegal Breath samples are required when requested unless there is a reasonable excuse (medical). A license can be suspended for 90 days because of a failed or refused breath test.
Kuldip has had several drinks at his friend's house and knows he should not drive home. He gets into his car and decides to sit in the driver's seat and sleep for a few hours before leaving. His car is in the driveway. Legal Illegal Don't Know	Illegal. A motorist can be convicted, in a parking lot or on the road. Being in a position to set the car in motion (even accidentally) can result in a conviction.
Dimitri is having a party. His friend George arrives. Although George appears drunk when he arrives, Dimitri gives George a beer. George leaves and drives into a telephone pole on the way home. Are Dimitri's actions... Legal Illegal Don't Know	Illegal It is illegal to sell or supply alcohol to others (in a restaurant, bar or at home), if that person appears intoxicated.
Carlo has a joint and brings it to school to share with his friend. Legal Illegal Don't Know	Illegal Carlo could be convicted of trafficking for transporting a drug. No money needs to change hands.
Jess often buys two or three cigarettes from the corner store when she does not have enough cash to buy a whole pack.   Legal Illegal Don't Know	Illegal for the retailer The retailer must sell cigarettes in packs of at least 20 or be charged under the Tobacco Control Act, with a fine of up to $10,000. The corporate fine could be up to $100,000 and the retailer could lose his or her right to sell tobacco. The store clerk may be fined $215–$4000.
Maria, a grade 10 student, shared cigarettes with some of her classmates. Legal Illegal Don't Know	Illegal It is an offense to give alcohol to someone under 19 years of age or allow this to happen at your event even if you do not personally provide the alcohol.
Chantelle is having a party. She has not provided any alcohol to anyone under 19, but knows that there are some underage people present who are drinking. Legal Illegal Don't Know	Illegal It is illegal to give alcohol to someone under 19 or allow this to happen at your event even if you do not personally provide the alcohol.
Other:
Many youth in John's community sniff glue. John often buys glue and shares it with his friends. John is 15.   Legal Illegal Don't Know	Legal The possession or use of solvents and aerosols is not prohibited under federal or Ontario law. In Alberta and some states in the US, there are regulations to restrict the sale of glue and to make the sniffing of solvents illegal.
Michelle, who is 19, often goes to raves. She buys some ecstasy. Legal Illegal Don't Know	Illegal Ecstasy is an illicit drug and possession and trafficking is covered under the Controlled Substances Act. A charge of possession will result in court time, with a conviction leading to a fine and/or imprisonment.
Raj, who injects heroin fairly frequently, receives sterile needles from a community centre's needle exchange. Legal Illegal Don't Know	Legal Even though Raj is using heroin, an illegal substance, his health and safety, as well as the community's, will be protected by the use of sterile needles. Therefore, needle exchanges* are recognized as an effective harm reduction** measure.

*Needle Exchange: A needle exchange program collects used needles and distributes clean needles and other material. The service is intended to promote safe needle use by users of both legal and illegal drugs. A needle exchange also provides referrals or access to testing for HIV, hepatitis, other sexually transmitted diseases or tuberculosis as well as referrals to other services. For information, contact your local health unit.

**Harm Reduction: Harm Reduction is a public health approach that aims to minimize the harms cased by certain conditions that pose serious risks to individuals, groups and society. Harm reduction is not about stopping people from doing something risky. It is about showing people how to more safely do whatever they choose to do.

Teaching/Learning Strategy 5:

The teacher and students will bring newspaper and magazine advertisements that promote the use of alcohol and tobacco to class. Students will identify the message that the ad is portraying and discuss how the media and culture affect their decision making regarding use of the product. Discussion could include different strategies that the media use to influence consumers, for example:

1) statistics — using numbers to make a statement
2) humour — associating a positive feeling with the product
3) bandwagon — suggesting that "everyone" is using it
4) transfer — showing product with an appealing-looking person or situation
5) sense appeal — using pictures or sounds to appeal to the senses
6) testimonial — an authoritative person stating that he or she uses the product
7) plainfolks — showing the product with an average "down home" person to appeal to the everyday buyer
8) public good — making claims that the product is in the best interest of the public good; connecting to causes like the environment, peace or freedom
9) cardstacking — giving a one-sided view, concentrating only on the good points of the product.

The students will write a paragraph describing how an ad (chosen by the teacher) might influence the decisions made by a teenager. The teacher will assess this paragraph using a checklist.

Alternative Activity:

Ads and Counter Ads

Have students bring in advertisements that promote the use of substances. Students will identify the message(s) that the ad is portraying and discuss how media and culture affect their decision-making regarding use of the product. (Note: ads may be from TV, radio, video, movies, books, newspapers, magazines, electronic media, Internet, etc.)

The same activity can be done using "counter ads" (e.g., ads that discourage drug use). Choose one of the ads that promote the use of a substance and have students create their own counter ad to it. (This can take the form of a paragraph or article, pamphlet, picture, or any other creative idea the students come up with.)

Students can display their creations at a specific school event or during a specific week in school, such as: Drug Awareness Week (the third week of November).

Note to teachers: Other ideas and activities can be found in Under the Influence: Educator's Kit on Alcohol Advertising for Students in Grade 7-10 (available from the Association to Reduce Alcohol Promotion in Ontario, 750 Oakdale Road, Unit 60, North York, ON  M3N 2Z4, Phone: 416-740-9592, Fax: 416-740-3002, e-mail: arapo@web.net )

Teaching/Learning Strategy 6:

The students will brainstorm prevention and treatment strategies (e.g., support systems, refusal and assertiveness skills available to those with substance use and abuse difficulties).

Using effective media techniques to influence the audience, students will design a pamphlet to illustrate the physiological/sociological effects and legal implications of using a particular substance and coping strategies for substance use and abuse. The students will outline when and why the coping strategies would be used.

Examples of specific topics for pamphlets might include: saying no to drugs, drugs and date rape, a drug-free social life, helping someone with an alcoholic family member, quitting smoking, helping a friend addicted to crack. The teacher and student will use the rubric to assess this pamphlet.

Alternative Activity:

Virtual Party

The Centre for Addiction and Mental Health has developed http://www.virtual-party.org/, an interactive Internet-based resource for youth. This site, as its name suggests, presents young fictitious party-goers ("Sarah" and "Jason") with a variety of choices and consequences. Through assuming the role of one of the two main characters, students will discover the physiological and sociological effects and consequences of alcohol, in addition to seeing various coping strategies applied.

Virtual Party will help students learn a variety of coping techniques that will help them avoid and minimize the potential dangers that party-going may present. It also demonstrates physiological, social and legal implications.

The Virtual Party interactive game takes anywhere from three to 15 minutes to play. The site offers tons of valuable, and youth-friendly, information bulletins. Links to other relevant web sites are also provided.

While access to computers is a potential barrier, most students have access, either at home or through libraries. Working in pairs may help alleviate this barrier.

Activity:

Introduce Virtual Party as an interactive game for learning about the consequences of substance use (alcohol use in particular), coping strategies that help to minimize harm as well as physiological, social and legal implications.

Working individually or in pairs, students complete the Virtual Party game, paying particular attention to the above concepts and how they apply to "Sarah" and "Jason". (Note to teacher: the jigsaw strategy may be applied to this activity.)

Each student, or pair of students, is then asked to choose a concept they thought was particularly important. Focusing on this, the students will develop an information tool, using a medium of their choice (e.g., pamphlet, poster, e-mail) that informs and educates their peers. An example of this information tool topic might be coping strategies such as refusal skills where the student demonstrates effective refusal skills at the party.

Students will then present their final product to their classmates. Discussion could focus on the following: helpful findings, effectiveness of information, relevance to other possible scenarios (e.g., drawing upon discussion, as per step one). It is equally valuable to discuss the poor decisions made by "Sarah" and "Jason", and to discuss better ways for them to have handled the various situations.

Student information tools could be on display during Drug Awareness Week (DAW-held annually during the third week of November) or used by interested students and teachers in another way. Ideas and assistance may be obtained from the local DAW Committee.

Rubric (May be used for all activities)
 

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge & Understanding Knowledge of the legal aspects of substance use and abuse Understanding of legal aspects of substance use and abuse	Needs assistance to demonstrate knowledge and understanding of the legal aspects of substance use and abuse	Demonstrates knowledge and understanding of the concepts with several minor errors	Demonstrates knowledge and understanding of most of the required concepts with few errors	Demonstrates knowledge and understanding of almost all of the required concepts
Communication Communication of information and ideas	Communicates ideas and information with limited clarity and unity	Communicates with some clarity, sometimes using appropriate terminology	Communicates clearly and precisely, usually using appropriate terminology	Communicates clearly and precisely, using appropriate and varied terminology

See Additional Resources listed on this web site. You may also check with your local school board or public health office or contact the Centre for Addiction and Mental Health at these numbers:

• Video Reference Desk: (416) 535-8501, ext. 6987
• Marketing and Sales Services: 1-800-661-1111 (kits and pamphlets, etc.)

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