Drugs

Student material

Introduction

In this module, you are invited to debunk a common drug myth. One drug proposed for further study is cannabis (also known as marijuana, among other names). The other is MMS (Miracle Mineral Solution) which is a branded name for an aqueous solution of chlorine dioxide, an industrial bleaching agent, that has been falsely promoted as a cure for illnesses including HIV, cancer, COVID-19, etc., in many countries.

In a video introduction, a few drugs-related beliefs are brought up, after which you are expected to express your opinion and discuss the topic within your group. Also, you are invited to opt out of one myth about drugs being busted based on secondary evidence (e.g., online information searches) (see Figure 1).

Figure 1. Mythbusting activities

Through this activity, you learn to assess the reliability of information sources (research papers, popular science papers/books, other media sources). For that, you need to pose a testable hypothesis or a research question and then find evidence to falsify/confirm the hypothesis or answer your research question. After making conclusions, you are invited to prepare and present your findings to your classmates (or other audiences) in a relevant and convincing manner. The module is finished with a case study where you need to solve a moral dilemma on drug-related issues.

Activity 1: Presentation of the video introduction

Please watch the video carefully. Put down your initial thoughts and feelings about the issues presented.

Activity 2: Group discussion

After watching the video, you are invited to discuss the topic within your group (4-6 members).

  1. Please, express your initial thoughts and feelings about the presented issue to the others.
  2. As a group, you are invited to choose one of the following myths for further debunking/busting based on information that can be found on the internet (fact videos, factsheets or brochures from trusted sources); you could choose between the following myths or define your own (in the last case, please consolidate the topic first, with your teacher):
  • Myth 1: Cannabis is not that dangerous to health
  • Myth 2: Cannabis is okay for some youth
  • Myth 3: Cannabis is a medical drug and, therefore, safe for everybody
  • Myth 4: Cannabis helps one’s mood and promotes mental health
  • Myth 5: Cannabis is not addictive
  • Myth 6: Cannabis is a gateway drug
  • Myth 7: You cannot overdose on cannabis
  • Myth 8: Second-hand cannabis smoke is safe
  • Myth 9: MMS cures COVID-19
  • Myth 10: MMS cures autism

Activity 3: Mythbusting

In this activity, you are expected to do the following:

  • develop a testable hypothesis / research question,
  • plan your search for relevant information that will falsify or confirm your hypothesis / answer your research question,
  • assess the reliability of the gathered evidence;
  • use your findings to draw a conclusion;
  • present collected data in the form of tables, graphs, or similar.

While doing this, you should think carefully about sharing the workload within your group. You could designate everybody to a different role, for example, to a leader who is organising the activities, to a secretary who is making notes and comments about the information found, to an investigator who is doing searches, to a critic who is scrutinising the reliability of the information, or otherwise.

Plan of activities

(you could indicate by which activities you are involved as a whole team and by which you are going to divide responsibilities, in this case, put down, please, who is responsible for what).

You are now expected to find evidence from secondary sources to confirm your own findings using the following tool.

Evidence / main conclusions / summary of the information relevant to the hypothesis
Type and source of evidence
Reliability rate
Comments

Activity 4: Transforming evidence to a suitable format

Possible formats:

The following criteria will help you to develop your presentation:

Criteria

Product

  • The chosen format is suitable for a given audience (e.g. peers).
  • Science content is correct (following up-to-date scientific understanding).
  • The posed hypothesis/research question found evidence and made conclusions are mutually consistent.
  • Demonstrated evidence is gained from reliable sources which are referred.
  • The message is clear / understandable.
  • Presentation remains within the given time frame (x-y minutes).
  • The visual language is convincing.
  • Group can respond to the questions raised by the audience.

Process

  • The responsibilities related to producing visual, textual, and sound elements, plus acting, and leadership are fairly shared between the group members.
  • The video is ready by _________________ (appointed deadline).

Activity 5: Group presentations

In this activity, you are invited to present your video, poster, etc. to the others. Please be ready to answer your classmates' and teacher's questions and comments!
Also, during the presentation of the other groups, you are invited to give constructive feedback to your classmates.

After the presentations:

What do you think of the feedback that you got from your peers? Is it helpful, so you can use it and make an even better video next time? Is it fair? Discuss it within your group!

Activity 6: Case studies

In the following activity, you are invited to solve a moral dilemma in a case study described below. The activity enables you to discuss the dilemma in-depth by considering different perspectives and justifications and reflecting on your and your classmates’ thoughts.

Phase I (≈15 minutes)

  • Read carefully through the description of the case.
  • Imagine how you would feel if you were Cris and what decisions you would make if you were in his/her place. You could choose for yourself whether Cris is a boy or a girl. Put yourself in his/her "shoes", see how you would feel, and think about what is happening and what you would do.

Case

Cris is a 10th-grade student interested in different things, such as playing football and hanging out with friends but also trying to keep up with his/her studies to fulfil (his/her) dream of entering the military academy after high school graduation to study cyber defence. Cris' father is an army officer, and his/her mother is a teacher. They both strongly support Cris' chosen career goal. Cris has a good and long-term friend Marcus who has no particular hobby except computer games that they both often used to play. Things have been going poorly for Marcus during the last two years. His mother has got cancer. As a result, Marcus has taken over the responsibilities of an adult while taking care of himself and, from time to time, his mother. His father does not live with them and very rarely shows up. Cris has tried to keep up Marcus' spirits and help him with studying in basic school, but since entering different high schools, their ways have gone somewhat apart. The more is Cris surprised when (s)he gets a message from Marcus asking him/her to a party organized by his schoolmate. (S)he gladly accepts the invitation because (s)he has felt guilty for not being interested in his/her friend's well-being, though Cris likely knows other people at this party. When arriving at the party, most people feel loud and relaxed, some seemingly unsober. Finally (s)he is happy to find Marcus, after which they start talking about what has happened. As Cris understands, things have worsened for Marcus - he barely has visited school lately. When Cris asks why he says that life entirely sucks. After a long conversation, he also reveals that things are nasty with her mother. The only thing Marcus says that helps him forget all the crap is weed, which his mother grows against her nausea, but he has started to consume himself, too. At some point in the conversation, he also offers some weed to Cris, saying that weed is safe and nobody has ever died from an overdose. Cris is curious about the drug, though (s)he feels against trying it himself/herself. Suddenly, probably because of the noise and neighbours' calls, two police officers and a dog jumped into the middle of the party. In the middle of this, Marcus begs Cris to keep the weed in his/her hands as he already has had that kind of problem with the police.

  • What are the relevant facts of the case? Can you learn more about the situation? Do you know enough to propose a solution to the problem? Search for relevant information in case you need it.

Phase II (≈15 min)

You are now provided with different possible solutions for the case and proposed dilemma.
Please read them through and think about the potential solutions and rationality behind them. This is not meant to be a multiple-choice test with one correct answer. Instead, the different responses are included to get you to think about possibilities you may not have considered. Make sure you work alone, as this is about you and needs to be your decision. If you have a different response as given, add it to the “other” field.

Choose 1-3 potential options that seem to be relevant for you.

Cris should keep the weed in his/her hands:

  1. Cris should keep it because Marcus has done many nice things to Cris. Now (s)he can "pay" it back.
  2. Cris should keep it to avoid his/her friend from getting a criminal penalty, which may lead him even deeper into his personal downfall.
  3. Cris should keep it because (s)he cannot disappoint his long-term friend.
  4. Cris should keep it as Marcus is not guilty; his life has been just unfair towards him.
  5. Other: ...............................................

Cris should give the weed back to Marcus:

  1. Cris should give it back not to disappoint his/her parents in case (s)he gets caught with drugs by police.
  2. Cris should give it back to Marcus because owning and consuming weed is forbidden and, therefore, illegal.
  3. Cris should give it back and let Marcus take all the responsibility for what he has done. Narcotics have ruined many people's lives. It is just not right to support their use and propagation.
  4. Cris should give it back, as trying to keep Marcus from being convicted for a small amount of narcotics may pull him into a more significant narcotics-related affair in the future. He could get a life lesson to avoid dealing with drugs.
  5. Cris should return it to Marcus because such a criminal friend will be useless.
  6. Cris should not keep it because this could result in a criminal record for him/her, which means (s)he is a bad person.
  7. Cris should not keep it as this could result in a criminal record for him/her and prevent him/her from entering the military academy.
  8. Cris should give it back as acting otherwise would not be fair towards him/her being punished for the act that (s)he has not committed.
  9. Other: ......................................

Phase III: Group discussion I (≈20 min)

In this stage, group members (4-6 students) share their opinion(s) with others and refine their points of view as they hear different arguments and perspectives. It is suggested the RICE approach while discussing:

Respect for an individual’s contributions, which we can demonstrate by listening to one another’s views.

Involvement in the discussion and activities.

Confidentiality that personal matters revealed during the discussion are not shared outside the group discussion.

Equality, as we acknowledge that everyone’s experience and opinions are equally valid.

After the initial group discussion, evaluate the options by asking the following questions.

  • Which option will produce the most good and do the least harm?
  • Which option best respects the rights of all who have a stake?
  • Which option best serves the community, not just some members?
  • Which option leads me to act as the person I want to be? (can be left for individual consideration).

Phase IV (20-40 min)

Consider and write a concluding scene to the story about how Cris could help Marcus (200-400 words). While doing so, please try to use learned knowledge about cannabis.

References

https://www.scu.edu/ethics/ethics-resources/a-framework-for-ethical-decision-making/
Kohlberg, Lawrence; Charles Levine; Alexandra Hewer (1983). Moral stages: a current formulation and a response to critics. Basel, NY: Karger. ISBN 978-3-8055-3716-2.