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D.A.R.E. Curricula

 

 

Kindergarten - 2nd Grade        3rd - 4th Grade

5th - 6th Grade (Core)          7th - 8th Grade (Jr. High)

9th-10th Grade (Sr. High)          Parent Program

(Click to go to the select areas of curriculum)

The Purpose

D.A.R.E. (Drug Abuse Resistance Education) is a collaborative effort by DARE certified law enforcement officers, educators , students, parents and community to offer an educational program in the classroom to prevent or reduce drug abuse and violence among children and youth. The emphasis of DARE is to help students recognize and resist the many direct and subtle pressures that influence them to experiment with alcohol, tobacco, marijuana, inhalants, or other drugs or to engage in violence.

The DARE program offers preventive strategies to enhance those protective factors - especially bonding to the family, school and community - which appears to foster the development of resiliency in young people who may be at risk for substance abuse or other problem behaviors. Researchers have identified certain protective and social bonding factors in the family, school, and community which may foster resiliency in young people, in other words, the capacity of young people for healthy, independent growth in spite of adverse conditions. These strategies focus on the development of social competence, communication skills, self-esteem, empathy, decision making, conflict resolution, sense of purpose and independence, and positive alternative activities to drug abuse and other destructive behaviors.

The Organization

The program content for DARE is organized into seventeen 45 to 60 minute lessons to be taught by a law enforcement officer with suggested extended activities to be integrated into other instruction by the classroom teacher. A specially trained officer is assigned to the school one day a week for one semester to conduct weekly lessons in grades 5 or 6. Student participation in the DARE program may be incorporated as an integral part of the school's curricular offering in health, science, social studies, language arts, or other subject(s) as appropriate. The classroom teacher should maintain a supportive role in classroom management while the officer is teaching and should incorporate DARE program participation by students as an integral part of the student's final evaluation.

D.A.R.E. K to 2nd Grade Curriculum

1.BEING SAFE

Concept: Rules are important for our safety.

Purpose: To teach children some important rules for their safety.

Objective: Students will show that they know important rules for safety.

2.DRUG SAFETY

Concept: Many foods and things that are not foods but come in bottles and packages are helpful when used for the reasons they were made.

Purpose: To help students tell the difference between food and things that aren't food and learn which non-food things around the home are helpful and which are harmful.

Objective: Students will recognize helpful and harmful non-food things around the home.

3.LEARNING TO SAY "NO"

Concept: Learning to say no means recognizing, refusing, or staying away from things or happenings that may be unsafe or harmful and means reporting, or telling someone, about those things.

Purpose: To help students learn how to say no in response to pressures from peers and adults to do something they think may be unsafe or harmful.

Objective: Students will show they know how important it is to tell someone about things they think may be unsafe or harmful.

4.ABOUT FEELINGS

Concept: Self-worth means having good feelings about yourself.

Purpose: To help children understand that how we feel about ourselves comes from good (positive) or bad (negative) feelings we have about ourselves and from the good things or bad things that happen to us.

Objective: The children will learn about themselves by listening to others tell about their own good feelings and other good things about themselves.

D.A.R.E. 3rd/4th Grade Curriculum

1.RULES TO KEEP SAFE

Concept: Rules help protect people and keep them safe.

Purpose: To acquaint students with the role of the police officer in the classroom and the playground and to review safety practices to protect students at school, at home, and in the neighborhood.

Objective: Students will identify rules to keep them safe at school, at home, and in the neighborhood.

2.DRUGS MAY HELP OR HARM

Concept: Medicines and drugs may be helpful or harmful.

Purpose: To help students understand that drugs and medicines may be helpful or harmful depending upon their use.

Objective: Students will give examples of the proper use and the misuse of selected medicines and drugs.

3.SAYING "NO" TO DRUG OFFERS

Concept: Saying no to drug offers is a way to keep safe.

Purpose: To make students aware of drug offers and to teach them how to say no.

Objective: Students will be able to recognize and say no to drug offers.

4.FEELING SPECIAL

Concept: Feeling special is important in building feelings of self-worth.

Purpose: To help students understand that feeling special is a way to help them have good feelings about themselves.

Objective: Students will identify qualities about themselves that make them special.

5.DARE TO SAY "NO"

Concept: Dare to say no means having the courage to say no to offers that may lead to things that are unsafe.

Purpose: To help students review and apply the concepts learned from participating in the D.A.R.E. program.

Objective: Students will be able to say no to drug offers which may lead to things that are unsafe.

D.A.R.E. Program 5th/6th Grade Curriculum

1.INTRODUCING D.A.R.E.

Concept: Preventing drug abuse among children and youth is a collaborative responsibility.

Purpose: To introduce the D.A.R.E. program to the students.

Objective: Students will become acquainted with 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 EFFECTS 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 change (alter) feelings and behavior are called mind-altering drugs.

Purpose: To help students develop knowledge of basic drug facts and the harmful effects of mind-altering drugs if misused.

Objective: Students will understand basic facts about mind-altering drugs and the harmful effects that may result from the misuse 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 understand there are many consequences that may result from the use 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 to use drugs.

Objective: Students will be able to demonstrate effective ways to say no in responses to different kinds of peer pressure to use drugs.

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 that self-esteem, the way a person feels about himself or 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 or 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 an event. The reactions that stress triggers in the body, mind, and emotions can be helpful under certain conditions but may be harmful if uncontrolled.

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 involved 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 ON DRUG USE AND VIOLENCE

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, feel, and act about drug use and violence.

Objective: Students will be able to recognize media influence in presentations about tobacco, alcohol, and other drug use and in the presentations about violence that encourage or discourage drug use or violence.

11.MAKING DECISIONS ABOUT RISKY BEHAVIORS

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 various kinds of risk-taking behavior, including that of using drugs, tagging, and using weapons.

Objective: Students will be able to apply decision-making skills in evaluating the risks in the situations involving using drugs, tagging, and using weapons.

12.SAYING "YES" TO POSITIVE ALTERNATIVES

Concept: Activities that students find interesting and rewarding can serve as positive alternatives to substance abuse.

Purpose: To help students find activities that are interesting and rewarding alternatives to drug use.

Objective: Students will identify and participate in positive alternatives activities which they may find interesting and in which they can achieve success.

13.HAVING POSITIVE ROLE MODELS

Concept: High school student leaders who do not use drugs can serve as positive role models and help influence younger students not to use drugs.

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 identify ways that successful high school students use to avoid the use of drugs by participating in a variety of positive activities.

14.RESISTING GANG AND GROUP VIOLENCE

Concept: The negative consequences resulting from gang and group violence affect all members of the community.

Purpose: To help students recognize the negative consequences of gang and group violence and to help them resist becoming involved.

Objective: Students will be able to identify the negative consequences of gang and group violence and will suggest ways to

avoid becoming involved.

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

Concept: Drug Abuse Resistance Education involves learning about ways to say no to pressures or influences to use drugs and learning ways to avoid violence.

Purpose: To help students summarize and assess what they learned from participating in the D.A.R.E. program.

Objective: Students will respond appropriately as a team to questions involving drug use and violence.

16.TAKING A STAND

Concept: Taking a stand means giving the appropriate response when you are pressured to use drugs or act violently.

Purpose: To help students respond effectively when they are pressured to use drugs.

Objective: Students will take a positive stand to be drug-free and to avoid violence by putting their commitment in writing and reading it aloud.

17.D.A.R.E. CULMINATION

Concept:Encouraging students to make pledges publicly in the presence of their family members, teachers, and peers can increase their personal commitment to stay drug-free and violence-free.

Purpose:To provide an appropriate D.A.R.E. culminating activity to recognize individual achievement of all participants and reinforces the values and skills they have all learned.

Objective:Students will participate in an appropriate D.A.R.E. culminating activity which recognizes individual achievement of all participants and reinforces the values and skills they have learned.

D.A.R.E. Junior High Curriculum

1.RECONNECTING WITH D.A.R.E.

Concept: Learning to recognize and resist pro-social influences that promote drug use and violence is an important goal for students in the D.A.R.E. program.

Purpose: To recognize students with the goals of the D.A.R.E. program and to provide reinforcement of skills and understandings to help them in recognizing and resisting pro-social influences that promote drug use and violence.

Objective: Students will become acquainted with 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.BELIEFS ABOUT DRUGS

Concept: The use of alcohol, tobacco, and other drugs by young people is illegal and can have negative short and long-term consequences that can harm their lives.

Purpose: To help students clarify their beliefs and opinions concerning the negative risks of illegal drug use.

Objective: Students will be able to identify the possible negative consequences of using alcohol, tobacco, and other drugs.

3.DRUGS, VIOLENCE, AND VICTIMS

Concept: Laws and school behavior codes regarding possession of substances and acts of violence have been established to protect the rights and safety of all persons.

Purpose: To inform students about laws, school behavior codes, regarding possession of substances (alcohol, tobacco, and other dangerous drugs) and acts of violence.

Objective: Students will demonstrate awareness of the need of laws and behavior codes, such as possessing substances or bringing weapons to school.

4.RESISTING INFLUENCES ASSERTIVELY

Concept: Assertiveness is a way of resisting influences that pressure people to modify their beliefs and behaviors to conform or fit with those acceptable to certain group norms or belief patterns and behaviors.

Purpose: To make students aware of the various pressures that influence or persuade young people to use drugs and to teach assertiveness as a way for resisting these pressures.

Objective: Students will recognize the various influences that may pressure a young person to consider using substances and will demonstrate how to resist these influences assertively using both verbal communication and body language.

5.FORMING POSITIVE RELATIONSHIPS

Concept: Respecting and appreciating the diversity of others enable people to interact with and form positive relationships with one another without stereotyping or other unfair treatment.

Purpose: To help students recognize the importance of showing respect and appreciation for the diversity of others to develop positive relationships with many different people to fulfill students' needs for affection (being liked), belonging, respect, and feelings of self-worth.

Objective: Students will be able to identify ways to show respect and appreciation for the diversity of others and to form positive relationships with many different people in order to fulfill students needs for affection (being liked), belonging, respect, and feelings of self-worth.

6.RESOLVING CONFLICTS WITHOUT VIOLENCE

Concept: Choices other than violence should be utilized as ways to resolve differences.

Purpose: To help students to explore ways of dealing with anger and conflicts without resorting to acts of violence.

Objective: Students will be able to identify and demonstrate non-violent ways to deal with anger and conflict.

7.AVOIDING VIOLENT AND GANG-ORIENTED RELATIONSHIPS

Concept: Battering and other forms of physical, verbal, and emotional violence are learned ways of behaving that should not be accepted nor condoned.

Purpose: To make students aware of the extent of violence impacting people of all ages and all cultural, ethnic, and

socio-economic groups in our communities and to help them consider options for avoiding violent relationships.

8.MAKING OUR ENVIRONMENT DRUG-FREE, VIOLENCE-FREE, AND SAFE

Concept: Good citizenship and pride in self, family, school, and community contribute to making our environment drug-free, violence free, and safe.

Purpose: Help students explore universally accepted standards of behavior of ideals of what is appropriate, or right, in the way one lives his or her own life and the way in which he or she treats others.

Objective: Students will be able to identify and clarify what is appropriate, or right, from that which is inappropriate, or wrong, in developing lifelong guides to having good self-esteem and being good citizens.

9.D.A.R.E. SQUARES REVIEW

The officer will provide an opportunity for students to review and strengthen what they learned from participating in D.A.R.E..

10.D.A.R.E. INFOACTIONS AND CULMINATION

The officer will help students understand the risks of involvement with drugs and violence related behaviors.

D.A.R.E. Senior High Curriculum

1.REDUCING THE DEMAND FOR DRUGS: A SHARED RESPONSIBILITY

Concept: Decisions to use alcohol and other drugs may lead to significant negative consequences for teenagers, their families, and the communities in which they live.

Purpose: To reinforce for students the concepts and skills of the D.A.R.E. (Drug Abuse Resistance Education) program and to clarify for students the role of the D.A.R.E. officer-instructor in the school.

Objective: Students will be able to associate the use of alcohol and other drugs with the increased risk for problem behaviors that result in negative consequences.

2.COMMUNICATING CHOICES ASSERTIVELY

Concept: Being assertive helps people communicate their choices and feelings and still respect the choices and feelings of others.

Purpose: To help students develop skills to communicate their choices and feelings assertively.

Objective: Students will be able to respond assertively in communicating their choices in various situations involving possible substance abuse.

3.DRUG-RELATED BEHAVIORS AND THE LAW

Concept: Laws are codes of conduct that have been established to protect human health and provide safety; to ensure individual freedom and the security of one's person and possessions; and to maintain an orderly society.

Purpose: To acquaint students with the laws and school codes concerning drug-related behaviors.

Objective: Students will recognize that a dynamic balance exists between the need to maintain an orderly society and the right of the need to maintain an orderly society and the right of individual freedom and will recognize their rights and responsibilities as students so that the balance can be maintained.

4.DRUGS, MEDIA AND VIOLENCE

Concept: Violence is a destructive behavior, which can be intensified by the use of alcohol and drugs and sometimes

exaggerated by the media.

Purpose: To help students understand how alcohol and drugs act as contributing factors in increasing violent behavior among young people, how the media increases violent behavior by reporting on it in a particular manner, and what the consequences of violent behavior are.

Objective: Students will be able to recognize how alcohol and drugs, and the media can increase violent behavior and suggest ways to reduce violence.

5.MANAGING ANGER AND RESOLVING CONFLICTS WITHOUT DRUGS

Concept: Recognizing and managing feelings of anger is a first step in preventing violence between acquaintances and in resolving conflicts without the use of alcohol or drugs.

Purpose: To help students understand the need to recognize and manage feelings of anger without causing harm to themselves or others and without resorting to violence or the use of alcohol and drugs.

Objective: Students will be able to identify positive ways for expressing and managing feelings of anger and resolving conflicts without the use of alcohol or drugs.

D.A.R.E. Parent Program

1.EFFECTIVE COMMUNICATION

Self-esteem, listening and communication skills are critical in adult-child communication. The practice of these skills will assist in the development of stronger family communications essential to prevention. Session 1 serves as the foundation for the program and will be referred throughout the other sessions.

2.DRUG ABUSE PREVENTION - BIRTH THROUGH EIGHT YEARS

Designed specifically for parents of children ages birth - 8 , this session provides an awareness of safety measures which can be used in the home to reduce the likelihood of dangerous exposure to drugs. In addition, the session introduces strategies parents can use to reduce the likelihood that young children will be at risk of drug abuse when they become adolescents.

3.DRUG ABUSE PREVENTION AND INTERVENTION - AGES NINE THROUGH ADOLESCENCE

This session introduces the risk factors for substance abuse in early adolescents, and introduces parents to basic drug identification and the stages of adolescent chemical dependency.

4.YOUTH PRESSURES/RESISTANCE SKILLS

Through this session, awareness and understanding of life skills, particularly in the areas of dealing with peer pressure and media influences, the family network is strengthened.

5.PREVENTION STRATEGIES AND CONFLICT RESOLUTION

This session will introduce sources of violence, gang indicators and prevention strategies which relate to homes, neighborhoods, schools, and communities.

6.PANEL DISCUSSION

Members of the community from a variety of disciplines and backgrounds will discuss the scope of substance abuse and violence locally and exchange ideas on resources and referrals. Panel members are selected from a cross section of the community and may include: educators, students, therapists/counselors, prevention professionals and other community related leaders.