Alcohol, Tobacco & Other Drugs

Standard 1 - Essential Concepts

6.1.A.1, 2, 3, 6, 7. Explain short- and long-terms effects of alcohol, tobacco, inhalant and other drug use, including social, legal economic implications. Identify positive alternatives to alcohol, tobacco, and other drug use. Differentiate between the use and misuse of prescription and non-prescription medicines. Explain the stages of drug dependence and addiction and its effects on the adolescent brain. Identify the effects of alcohol, tobacco, and other drug use on physical activity, including athletic performance.

7/8.1.A.1, 2, 3, 4, 6, 7, 8 – Describe the short-and long-term harmful effects of alcohol, tobacco, and other drugs, including steroids, performance-enhancing drugs and inhalants. Describe the relationship between using alcohol, tobacco, and other drugs and engaging in other risky behaviors. Explain the dangers of drug dependence and addiction. Describe the consequences of using alcohol, tobacco, and other drugs during pregnancy, including fetal alcohol spectrum disorder. Examine the short- and long-term consequences of using alcohol and other drugs to cope with problems. Explain why most youths do not use alcohol, tobacco and other drugs. Explain school policies and community laws related to alcohol, tobacco, and illegal drug use, possession, and sales.

HS.1.A.1, 2, 3, 4, 5, 6, 8, 9, 10 – Describe health benefits of abstaining from or discontinuing use of alcohol, tobacco, and other drugs. Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, functioning, and behavior. Explain the impact of alcohol and tobacco use on risk of oral cancer. Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs. Examine the use and abuse of prescription and nonprescription medicines and illegal substances. Analyze the consequences to the mother and child of using alcohol, tobacco, and other drugs during pregnancy, including fetal alcohol spectrum disorder and other birth defects. Interpret school policies and community laws related to alcohol, tobacco, and illegal drug use, possession, and sales. Explain the relationship between alcohol and other drug use on vehicle crashes, injuries, violence, and sexual risk behavior. Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.

Standard 2 – Analyzing Influences

6.2.A.8, 9, 10, 11 – Describe internal influences that affect the use of alcohol, tobacco, and other drugs. Examine the influence of marketing and advertising techniques, including the use of role models and how they affect use of alcohol, tobacco, and other drugs. Analyze how impaired judgment and other effects of using alcohol or marijuana impact personal safety, relationships with friends and families, school success, and attainment of present and future goals. Explain how culture and media influence the use of alcohol and other drugs.

7/8.2.A.9, 10, 11 – Analyze internal influences that affect the use and abuse of alcohol, tobacco, and other drugs. Evaluate the influence of marketing and advertising techniques and how they affect alcohol, tobacco, and other drug use and abuse. Examine family and peer pressure as influences on the use of alcohol, tobacco, and other drugs.

HS.2.A.11, 12, 13 – Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use. Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs. Describe financial, political, social, and legal influences regarding alcohol, tobacco, and other drugs.

Standard 3 – Accessing Valid Information

6.3.A.12 – Identify sources of valid information regarding alcohol, tobacco, and other drug use and abuse.

7/8.3.A.12 – Analyze the validity of information k products, and services related to the use of alcohol, tobacco, and other drugs.

HS.3.A.14, 15 – Access information , products, and services related to the use of alcohol, tobacco, and other drugs. Evaluate alcohol, tobacco, and other drug prevention, intervention, and treatment resources and programs.

Standard 4 – Interpersonal Communication

6.4.A.13, 14 – Use effective verbal communication skills to avoid situation s where alcohol, tobacco, and other drugs are being used. Demonstrate effective verbal and nonverbal refusal skills to resist the pressure to use alcohol, tobacco, and other drugs.

7/8.4.A.13 – Use effective refusal and negotiation skills to avoid risky situations, especially where alcohol, tobacco, and other drugs are being used.

HS.4.A.16, 17 – Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs. Use effective refusal and negotiation skills to avoid riding in a car or engaging in other risky behaviors with someone who has been using alcohol or other drugs.

Standard 5 – Decision Making

6.5.A.15, 16, 17 – Analyze how decisions to use alcohol, tobacco, and other drugs will affect relationships with friends and family. Analyze the kinds of situation s involving alcohol, tobacco, and other drugs for which help from an adult should be requested. Examine the legal, emotional, social, and health consequences of using alcohol and other drugs.

7/8.5.A.14 – Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of situations.

HS.5.A.18, 19 – Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affects individuals, families, and society. Examine healthy alternatives to alcohol, tobacco, and other drug use.

Standard 6 – Goal Setting

6.6.A.18 – Develop personal goals to remain drug free.

7/8.6.A.15 – Develop short- and long-term goals to remain drug free.

HS.6.A.20 – Predict how a drug-free lifestyle will support the achievement of short- and long-term goals.

Standard 7 – Practicing Health-Enhancing Behaviors

6.7.A.19 – Practice positive alternatives to using alcohol, tobacco, and other drugs.

7/8.7.A.16, 17 – Use a variety of effective coping strategies when faced with alcohol, tobacco, and other drug use in group situations. Practice positive alternatives to using alcohol, tobacco, and other drugs.

HS7.A.21 – Use effective coping strategies when faced with a variety of social situations involving the use of alcohol, tobacco, and other drugs.

Standard 8 – Health Promotion

6.8.A.20 – Practice effective persuasion skills for encouraging others not to use alcohol, tobacco, and other drugs.

7/8.8.A.18 – Participate in school and community efforts to promote a drug-free lifestyle.

HS.8.A.23 – Participate in activities that support other individuals in the school and community to make positive health choices regarding the use of alcohol, tobacco, and other drugs. Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.

Grade 7

2.e Genetics

A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept: Students know DNA is the gene5tic material of living organisms and is located in the chromosomes of each cell.

5.b – Structure and function in living systems

The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept: Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.

Grade 8

6.c – Chemistry of Living Systems (Life Sciences)

Principles of chemistry underlie the functioning of biological systems. As a basis for understanding this concept: Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA.

Grades 9-12

1.d – Cell Biology

The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. As a basis for understanding this concept: Students know the central dogma of molecular biology outlines the flow of information from transcription of RNA in the nucleus to the translation of proteins on ribosomes in the cytoplasm.

4.a,c – Genetics

Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids I proteins characteristic of that organism. As a basis for understanding this concept: Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.

5.a, – Genetics

The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept: Students know the general structures and functions of DNA, RNA, and protein.

6.a, b – Ecology

Stability in an ecosystem is a balance between competing effects. As a bsis for understanding this concept: Students know bio-diversity is the sum total of different kinds of organisms and is affected by alterations of habitats. Students know how to analyze changes in an ecosystem resulting fro changes in climate, human activity, introduction of nonnative species, or changes in population size.

9d – Physiology

As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable despite changes in the outside environment. As a basis for understanding this concept: Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

10.c – Physiology

Organisms have a variety of mechanisms to combat disease. As a basis for understanding this concept: Students know how vaccination protects an individual from infectious diseases.

World History, Culture and Geography

Grade 6

6.2.2, 6.2.6 – Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. Describe the role of Egyptian trade in the eastern Mediterranean and Nile Valley.

Grade 7

7.2.5 – Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.

7.7.2 – Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

7.11.1, 7.11.2, 7.11.3 – Students analyze political and economic change in the 16th, 17th, and 18th centuries. Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries and the major economic and social effects on each continent. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.

Grade 10

10.3.6 – Students analyze the effects of the industrial revolution in England, France, Germany, Japan, and the United States, specifically: Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

10.4.1, 10.4.4 – Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines. Describe the rise of industrial economies and their link to imperialism and colonialism. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

10.9.6 – Students analyze the international developments in the Post-World War II world. – Understand how the forces of nationalism developed in the Middle East.

10.10.1, 10.10.2, 10.10.3 – Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and populations patterns. Discuss the important trends in the regions today and whether they appear to served the cause of individual freedom and democracy.

10.11 – Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions.

US History and Geography

Grade 8

8.10.7 – Students analyze the multiple causes, key events, and the complex consequences of the Civil War. Explain how the war affected combatants, civilians, the physical environment, and future warfare.

8.12.1 – Students analyze the transformation of the American Economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Trace patterns of agricultural and industrial development as they related to climate, use of natural resources, markets, and trade and locate such development on a map.

Grade 11

11.2.2 – Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

11.9.3, 11.9.6 – Students analyze U.S. foreign policy since WWII – Trace the origins and geopolitical consequences of the Cold War and Latin American Policy. Describe U.S. Middle East policy and its strategic, political and economic interests including those related to the Gulf War.

11.11.5, 11.11.7 – Students analyze the major social problems and domestic policy issues in contemporary America society. Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates. Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

Principles of American Democracy and Economics

Grade 12

Principles of American Democracy

12.9.5, 12.9.6, 12.9.8 – Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. – Identify the forms of illegitimate power that 20th century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the 19th and 20th centuries. Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain them.

Principles of Economics

12.1.1, 12.1.3 – Students understand common economic terms an concepts and economic reasoning. Examine the causal relationship between scarcity and the need for choices. Identify the difference between monetary and non monetary incentives and how changes in incentives cause changes in behavior.

12.2.2, 12.2.3, 12.2.8, 12.2.10 – Students analyze the elements of America’s market economy in a global setting. Discuss the effects of changes in supply and/or demand on the relative scarcity, price, and quantity of particular products. Explain the roles of property rights competition, and profit in a market economy. Explain the role of profit as the incentive to entrepreneurs in a market economy. Discuss the economic principles that guide the location of agricultural production and industry and the spatial distribution of transportation and retail facilities.

12.6.3 – Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States’ borders. Understand the changing role of international political borders and territorial sovereignty in a global economy.