4 records – page 1 of 1.

0 recommendations   161 downloads

A Downside to the Printing Press?

Resource Type
Activity
Lesson Plan
Grade Level
8
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
Prior to the invention of the printing press in 1…
Resource Type
Activity
Lesson Plan
Grade Level
8
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
Prior to the invention of the printing press in 1440, originals and copies of books about drugs (and every other topic) were laboriously written down by hand. This was no easy task given the length of some of the world’s classic medical and science texts such as the five-volume encyclopedia of herbal medicine, De Materia Medica, penned by Pedanius Dioscorides between 40-80 CE. After the printing press became more mainstream, information about alcohol (and other drugs) flowed more freely and easily, as did the alcohol itself. For example, in 1512 CE, Hieronymus Braunschweig published The Big Book on Distillation. Soon afterward, distilling alcohol moved from the realm of monasteries and apothecaries to include artisans and merchants. An alcohol industry was being born. This was followed by a rise in alcohol consumption.
Subject
Social Studies
Keywords
substance use
drug literacy
alcohol education
drug use
printing press
URLs
www.iminds.ca
Learning Standards
Curricular competencies • Use Social Studies inquiry processes and skills to: ask questions; gather, interpret and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events and developments at particular times and places • Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change • Determine what factors led to particular decisions, actions and events, and assess their short- and long-term consequences • Make ethical judgments about past events, decisions and actions, and assess the limitations of drawing direct lessons from the past
Duration
60-90 minutes with potential for more
Language
English
Date Created
May 18, 2017
0 recommendations   186 downloads

Friendly Fire

Resource Type
Activity
Lesson Plan
Worksheet
Grade Level
12
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
In 2002, two American fighter pilots, Major Harry…
Resource Type
Activity
Lesson Plan
Worksheet
Grade Level
12
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
In 2002, two American fighter pilots, Major Harry Schmidt and Major William Umbach, killed four Canadian soldiers near Kandahar, Afghanistan, because the pilots mistakenly thought the Canadian soldiers were shooting at them. Their court defense attributed the pilots’ actions to the Air Force-issued stimulant drugs they were taking at the time. The pilots had been taking the stimulant Dexedrine during the flight, under the standard-order guidelines of their commander. Today, when pilots are finished with their missions, they are provided with Ambien or Restoril, the “no-pills,” to bring them down and help them sleep and adjust after defying the body’s circadian rhythms and altering neurotransmitter levels with amphetamines. The lawyer for Major Schmidt noted that the depressant sleep aid Ambien, which was given to Schmidt to help him sleep before the mission, also affected his mental state when he bombed the Canadians.
Subject
Cross-Curricular
Social Justice
Keywords
iMinds
drugs and war
drug literacy
substance use
drug education
drugs in the military
URLs
www.iminds.ca
Learning Standards
Links to Curriculum First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning involves recognizing the consequences of one’s actions Social Justice 12 Big ideas • Social Justice Issues are interconnected • The causes of social injustice are complex and have lasting impact on society Competencies • Use inquiry processes and skills to: ask; gather; interpret; and analyze ideas; and communicate findings and decisions • Asses and compare the significance of people, events, and developments at particular times and places, and examine what it reveals about social justice issues (significance) • Ask questions and corroborate inferences about the content, origins, purposed and context of multiple sources and multiple perspectives (evidence) • Determine and assess the long and short term causes and consequences of an event, legislative and judicial decision, development, policy, and movement (cause and consequence) • Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment) • Make reasoned ethical judgments about controversial actions in the past and present after considering the historical context and standards of right and wrong at the time (ethical judgment)
Duration
60-75 minutes with potential for more
Language
English
Date Created
May 18, 2017
0 recommendations   173 downloads

The Gin Craze

Resource Type
Activity
Lesson Plan
Worksheet
Grade Level
8
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
At the beginning of the 18th century, the English…
Resource Type
Activity
Lesson Plan
Worksheet
Grade Level
8
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
At the beginning of the 18th century, the English were well known for their love of alcohol. One Swiss visitor wrote, “Would you believe it, though water is to be had in abundance in London, and of fairly good quality, absolutely none is drunk? The lower classes, even the paupers, do not know what it is to quench their thirst with water.”1 Though Londoners drank hard, the perception of their drunkenness was mostly red noses and good cheer. But by the 1720s, a new pattern of drinking, associated with gin, had emerged.
Subject
Social Studies
Keywords
iMinds
drug literacy
substance use
drug use
the gin craze
alcohol education
URLs
www.iminds.ca
Learning Standards
Links to Curriculum First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning is embedded in memory, history, and story Social Studies 8 Big idea • Human and environmental factors shape changes in population and living standards Competencies • Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events and developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group • Assess the justification for competing historical accounts after investigating points of contention, reliability of sources and adequacy of evidence • Compare and contrast continuities and changes for different groups during this time period • Assess how prevailing conditions and the actions of individuals or groups affect events, decisions and developments • Explain different perspectives on past or present people, places, issues and events by considering prevailing norms, values, worldviews and beliefs
Duration
30-60 minutes with potential for more
Language
English
Date Created
May 18, 2017
0 recommendations   181 downloads

The Many Wines

Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
Jalal ad-Din Rumi (aka Rumi) was a 13th-century S…
Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
Jalal ad-Din Rumi (aka Rumi) was a 13th-century Sufi poet and mystic. Rumi was also a professor, husband and father. Sufism is a mystical branch of Islam, a religion which emerged in Arabia in the 7th century at a time when excessive wealth from the spice trade, overuse of alcohol and other behaviours were affecting family relationships and tribal customs. The Qur’an (the holy book for Islam) says of wine and gambling, “In them is great sin, and some profit, for men; but the sin is greater than the profit.” Many Islamic societies went on to adopt formal rules against alcohol use. But like all major religions, there has always been great variation in beliefs and behaviours among followers of Islam. This lesson plan aims to engage students in a dialogue about alcohol and drug use through the analysis of Rumi's poem.
Subject
English Language Arts
Keywords
alcohol
iMinds
drug literacy
substance use
alcohol education
poetry
URLs
www.iminds.ca
Learning Standards
Curricular competencies • Apply appropriate strategies to comprehend written, oral and visual texts, guide inquiry, and extend thinking • Think critically, creatively and reflectively to explore ideas within, between and beyond texts • Recognize and identify the role of personal, social and cultural contexts, values and perspectives in texts • Construct meaningful personal connections between self, text and world • Respond to text in personal, creative and critical ways
Duration
30-75 minutes
Language
English
Date Created
May 18, 2017