2 records – page 1 of 1.

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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
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Listening to Sugar Man

Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
Folk musician Sixto Rodriguez (aka Rodriguez, Jes…
Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
Folk musician Sixto Rodriguez (aka Rodriguez, Jesus Rodriguez, and Sugar Man) is the sixth son of Mexican immigrants who moved to the American midwest for work in the 1920s. Many of Rodriguez’s songs, including “Cause” (the last song he ever recorded before being dropped from his record label in December 1971), reflect the struggles of the marginalized inner-city poor who often used alcohol and other drugs to cope with harsh conditions. This lesson plan invites students to listen to two of his songs and reflect on some of the themes that are talked about in the songs, including the challenges of immigrating to a new country as well as the use of drugs and alcohol.
Subject
English Language Arts
Keywords
iMinds
alcohol
drug use
substance use
immigration
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 is embedded in memory, history and story English Language Arts 9 Big ideas • Language and story can be a source of creativity and joy • Exploring stories and other texts helps us understand ourselves and make connections to others and the world • Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens 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
60-120 minutes with potential for more
Language
English
Date Created
Mar 29, 2017