Lesson 13.3: Influences on the Use of Drugs

Overview

This lesson focuses on factors such as family, friends, media and advertising techniques that influence the use of any type of drug. An emphasis is also placed on healthy alternatives to using drugs.

Learning Targets

  • LO9: Identify three factors that influence teens to use drugs.
  • LO10: Explain the three pieces of information drug ads are required to tell consumers.
  • LO11: Evaluate three techniques marketers use to influence teens to purchase items.
  • LO12: Devise three healthy alternative activities that are spontaneous and three healthy alternative activities that require planning.

Preparation

For the Warm-Up Activity: Write the Journal Question on the board or identify (and copy as needed) the worksheets you plan to use:

For the Content Focus: Open the Lesson 13.3 PowerPoint slides or make copies of the Lesson 13.3 Note-Taking Guide.

For the Lesson Focus: Copy the Lesson 13.3 Skill-Building Challenge Worksheet: Analyzing Influences.

Warm-Up Activity

Select a warm-up activity to help get your class focused and on task.

  • Journal Question: Who or what is your most positive influence and why? Who or what is your most negative influence and why? Which external influencing factors have the greatest impact when it comes to making significant decisions in your life? Why are they so important to you?
    • Option: Write or project the question and have students respond in their journal or on their “bell ringer” sheet as they enter class.
    • Option: Have students discuss the question with a partner or in a small group.
  • Vocabulary Review: Have students work individually, in pairs, or in small groups to complete the Lesson 13.3 Vocabulary Review Worksheet.
  • Quiz: Have students complete the Lesson 13.3 Quiz to assess their prior knowledge.
    • Option: Collect the quiz and use it alongside a posttest to demonstrate student learning.
    • Option: Have students share their answers with a partner and then go over the answers together as a class.

Lesson Content

Review the content from the textbook lesson.

Lesson Focus: Analyzing Influences

  1. Give each student a copy of the Lesson 13.3 Skill-Building Challenge Worksheet: Analyzing Influences.
  2. Have students work individually to complete the chart and questions.
  3. Ask students to pair up and share their responses.
  4. Have each pair select one advertisement from their worksheets and share their answers to the following questions (from worksheet) about the advertisement they selected:
    • What type of media was used?
    • What company or organization is responsible for the advertising?
    • What was the method being used to try to sell you this product (choose one of the eight in the list)?
    • What is the ad trying to get you to buy, do, or think?
  5. Follow up with student pairs and ask, “How effective was this ad on you?”

Challenge Activity

Have students needing an additional challenge work on the following Thinking Critically task.

Write down one item you have purchased or something you have done (include both positive and negative choices) for each of the following influencers: (1) family, (2) peers, (3) media, (4) social media, (5) yourself. Draw a star next to the positive choices and an X next to the negative choices.

Reflection and Summary

Review the critical content from today’s lesson. Review the learning targets and ask students to answer each question posed.

Can you...

  • Identify three factors that influence teens to use drugs?

    Family influence: If you have a sibling who uses any type of drug, you will be at a higher risk of using.

    Peer influence: If you have friends who are using drugs, chances are you will also use because peer pressure can be difficult to resist.

    Media influence: TV and movies often contain some use or reference to drugs. Media can include billboards, newspapers, magazines, radio, TV, Internet, and social media, all of which can influence a teen to use substances in an illegal manner.

    Social media influence: Many teens follow their favorite singers, athletes, and actors, and often those celebrities post pictures of themselves in party situations where drugs are being used. Teens may also see pictures of their friends in party situations where drugs are being used, and that may influence them to use.

    You as an influence: You have to decide what is best for you. Sometimes, you may feel that drugs help you feel better about your problems, but you know that in the end, this is not true.

    Life influence: Drug use may happen during specific periods of time, such as major transitions in life. High school may be a time when teens are experiencing new friends, social situations, job opportunities, sports, clubs and more freedom in general. It may also be the first time they encounter drugs.

  • Explain the three pieces of information drug ads are required to tell consumers?

    Drug ads are required to tell the consumer three things:

    1. At least one approved use of the drug
    2. The generic name of the drug
    3. All the risks of using the drug

  • Evaluate three techniques marketers use to influence teens to purchase items?
    • Showing engaging experiences teens want to identify with
    • Using emotions to have teens identify with a product
    • Taking advantage of teens’ insecurities by appealing to their need to fit in and to be viewed as attractive, athletic, or popular
    • Using celebrities and athletes to endorse their products
    • Using messages that imply that everyone is doing it
    • Using peer influence on social media by having teen followers market their products for them
  • Devise three healthy alternative activities that are spontaneous and three healthy alternative activities that require planning?

    Healthy alternative activities that could be spontaneous include going for a walk or hike, reading a book, or listening to music. Healthy alternative activities that may require planning include making dinner for friends or family, attending a group exercise class, or volunteering for a cause you think is important.

Assessment

Complete one or more of the following assessment tasks for this lesson.

Take It Home

Talk to a family member about a purchase they have made because of an advertisement they saw. Referring to the advertisement techniques you learned in this lesson, ask your family member which technique(s) they think persuaded them to purchase the item. Ask the family member how they think advertising influences the purchases they make over time.