5th & 6th Grade D.A.R.E. Curriculum

1) INTRODUCING D.A.R.E.

• Concept: Preventing drug abuse among children is a collaborative responsibility.
• Purpose: To introduce the program to the students.
• Objective: Students will become acquainted the the D.A.R.E. Officer assigned to the school and will be able to define their roles and responsibilities as D.A.R.E. students.

2) UNDERSTANDING THE AFFECTS OF MIND ALTERING DRUGS

• Concept: Drugs are substances that can change the way the mind and body work. Drugs that act on the brain and nervous system to alter feelings and behavior are called mind-altering drugs.
• Purpose: To help students develop knowledge of basic drug facts and the harmful affects of mnd-altering drugs if misused.
• Objective: Students will understand basic facts about mind-altering drugs and the harmful effects of these drugs.

3) CONSIDERING CONSEQUENCES

• Concept: Considering the consequences that may result from the use of drugs can be helpful in deciding to be drug free.
• Purpose: To help students there are many consequences that may result from the misuse of drugs.
• Objective: Students will be able to identify consequences of using and not using tobacco, marijuana and alcohol.

4) CHANGING BELIEFS ABOUT DRUG USE

• Concept: Changing students' beliefs about the extent of drug use can help them resist pressure and say no to drug offers.
• Purpose: To make students aware of the actual extent of drug use among adolescents and of the kinds of peer pressure they may face to take drugs.
• Objective: Students will be able to identify the major sources and kinds of pressure and to compare their estimates of the extent of drug use among adolescents with estimates reported in national surveys.

5) LEARNING RESISTANCE TECHNIQUES - WAYS TO SAY NO

• Concept: There are effective ways to say no in response to different kinds of peer pressure to use drugs.
• Purpose: To help students learn and practice effective ways to respond to different kinds of peer pressure.
• Objective: Students will be able to demonstrate effective ways to say no in repsonse to drug offers.

6) BUILDING SELF-ESTEEM

• Concept: Developing positive attitudes about one's own abilities and achievements is important in building self-esteem.
• Purpose: To help students understand self-esteem, a way a person feels about him/herself, results from positive and negative feelings and experiences.
• Objective: Students will recognize positive qualities about themselves.

7) LEARNING ASSERTIVENESS - A RESPONSE STYLE

• Concept: Assertiveness, standing up for yourself, is a response style that enables a person to state his/her own rights without loss of self-esteem.
• Purpose: To teach assertiveness as a technique for refusing offers to use drugs or other situations where it would be helpful.
• Objective: Students will be able to respond assertively in refusing offers to use drugs.

8) MANAGING STRESS WITHOUT TAKING DRUGS

• Concept: Stress refers to physical and mental strain felt about a situation or event. The reactions to that stress triggers in the body, mind and emotions can be helpful under certain conditions but may be harmful if not controlled.
• Purpose: To help students recognize stress encountered in their daily living and to suggest ways to deal with it other than by taking drugs.
• Objective: Students will be able to identify stressors in their lives.

9) REDUCING VIOLENCE

• Concept: Reducing violence involves finding mutually acceptable ways to resolve disagreements without resorting to destructive acts.
• Purpose: To help students recognize that destructive acts of violence are inappropriate ways to deal with anger and to resolve disagreements.
• Objective: Students will be able to identify non-violent ways to deal with anger and disagreements.

10) COMBATING MEDIA INFLUENCES

• Concept: The media can influence the way people think, feel and act about drug use and violence.
• Purpose: To help students develop the understanding and skills needed to analyze how the media can influence the way people think.
• Objective: Students will be able to recognize media influence in presentations about tobacco, alcohol and other drug use.

11) MAKING DECISIONS ABOUT RISKY BEHAVIOR

• Concept: Decision making skills help people evaluate the risks involved in a situation, the choices available to them and the consequences of these choices.
• Purpose: To help students apply the decision making process in evaluating the consequences of variou kinds of risk taking behavior.
• Objective: students will be able to apply the decision making skills in evaluating the risks in different situations.

12) SAYING YES TO POSITIVE ALTERNATIVES

• Concept: Activities that students find interesting and rewarding can serve as positive alternatives to drug use.
• Purpose: To help students find those activities.
• Objective: Students will be able to identify different activities they can participate in and achieve success.

13) HAVING POSITIVE ROLE MODELS

• Concept: High school student leaders can serve as positive role models and help influence younger students.
• Purpose: To acquaint students with high school students who do not use drugs and to clarify the misconception that drug users are the majority.
• Objective: Students will learn ways to avoid drug use by learning from positive role models.

14) RESISTING GROUP VIOLENCE

• Concept: The negative consequences resulting from group violence affect all in the community.
• Purpose: To help students recognize the negative consequences of group violence and help them resist becoming involved.
• Objective: Students will be able to recognize these negative consequences and suggest ways to avoid becoming involved.

15) SUMMARIZING THE D.A.R.E. LESSONS

16) TAKING A STAND

The student will write a short essay explaining what they have learned in D.A.R.E. and how they will use what they have learned to stay drug, violence and trouble free in their future.

17) D.A.R.E. GRADUATION CEREMONY

Students receive a diploma, t-shirt and small gift in a ceremony which recognizes individual achievement of all participants and reinforces the values and skills they have learned.