  This is a refreshing, upbeat program that carries a compelling message from eight teenagers who share rich personal stories of the healthy ways they get 'high'. The portraits represent windows on a way of dealing with the challenges of growing up. Climbing a rock cliff teaches students the discipline and training involved; fishing in a quiet pond shows them a sense of mastery and independence. Each voice heard, each youngster seen teaches about the resources available to everyone who is searching for the meaning of life. (47 min) |
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| Teacher's Guide • Introduction In High on Life: Feeling Good without Drugs eight teenagers tell their stories. In part it is designed to stimulate class discussion on the natural alternatives to drugs and to provide examples of young people who have committed themselves to a specific interest. Many teachers and guidance counselors have found that students generally have access to knowledge about drugs. The vast amount of published data currently available on drugs, the extensive media coverage, and the addition of drug education to the school curriculum have given student ample opportunity to obtain drug information. Young people seem to be telling us now that they are tired of exhortations by experts on the subject that they want suggestions for alternatives and support for being interested in something other than drugs. Each of the portraits in “High on Life” is a window on a way of dealing with the challenges of growing up. We climb the face of a rock cliff and learn about the discipline and training that is a part of the accomplishment. We sit fishing in a boat on the quiet of a pond and we get a sense of the mastery and independence that comes with this activity. Or we watch a handicapped girl practice her Special Olympics event and hear her speak about the thrill that comes from being the best she can be. Each voice we hear, each young person teaches us something about the resources available to everyone. “High on Life” offers a positive approach to the prevention of drug abuse. It says, indirectly, “You don’t have to use drugs to get kicks. There are many other ways to experience a ‘high’ without having to face the possibility of ‘crashing.’” • Program Objectives This program is designed to: • Present alternatives to drug use; • Provide examples of young people whom, in their own words, share how they get their kicks by doing and being the best that they can be; • Expose students to a wide variety of healthy activities that are options for everyone. • Summary of Content Part One Eight portraits make up High on Life: Feeling Good without Drugs. Each story last approximately five minutes. Following are brief descriptions of each of the portraits. Stuart’s Story Stuart is a sophomore in high school and has found fishing to be a way of getting away from everything and to be with nature. There’s a certain skill involved in catching fish, and Stuart relates the sense of accomplishment he has when he lands one. No two times are exactly the same; he has to keep trying new things. Stuart talks about how he thinks through his problems out on the water and about how he urges his friends to not get high on drugs. • JoAnn’s Story JoAnn is a high school student who wants to be a filmmaker. She lives in New York City and uses that as a backdrop for many of the films she makes. We follow her through the city as she films scenes from the subway and then works on a story with a friend. JoAnn has an internship at a film studio and has started to develop the skills she will need for her chosen field. We get a sense of the pleasure she gets in concentrating on her craft and in working with images that move. • Jason’s Story Jason started motor cross racing a number of years ago. Now he “lives, eats, and breathes motor cross.” He gives 100 percent when he’s racing and talks about the physical rush that comes when he knows he’s doing something well. Like many of the others in this program, Jason talks about how when he’s racing he has to be totally focused on what he’s doing. Everything else gets blocked out. Racing allows him to be with himself and to think. • Janaki’s Story Janaki is a gymnast and dancer who has learned to her “high” from her work. There was an extended time when she was unable to practice because of illness, and during that time she let herself get involved in drugs. Fortunately, she has been able to get her life back in control. We follow her through her routines and can sense the exhilaration she feels when she has accomplished a difficult move. • Craig’s Story Craig is a junior in high school who is “really into sports.” He loves to compete and to function as part of a team. He describes what it feels lie to step up to bat and for that moment to be totally concentrated on hitting the ball. He talks about his commitment to doing his best—whether it’s in a game, at school or singing in the church choir. He describes the high of “going all out.” • Nora’ Story Nora is a young woman who enjoys dancing and art. She spends her summers at the Omega Institute, a holistic community, where she is able to pursue her interests. Watching her father die from cancer taught Nora the preciousness of life and she strives to shape her days with pursuits and interests that allow her to express her uniqueness. • Howie’s Story Howie is a rock climber. He started a few years ago and is now at a point where he can lead climbs. He describes how he learned the proper techniques and recounts a climb when he realized how in control he was; he had learned what he needed to know. Hanging there, he realized he was totally sure of what he was doing, of himself. The camera follows Howie up the face of the rock and we sense the pleasure or the “high” of concentrating on the climb, of making the right decisions, of working well with the other climber, of making it to the top. • Judy’s Story Judy is a high school graduate confined to a wheelchair. She suffers from Kugelberge Wellender Disease (a disease of the nerves that affects the muscles) and has limited use of her arms and no use of her legs. She holds world records in three Special Olympic events. Undaunted by her disability, Judy says, “I have to make things go my way a little bit more.” We watch her practice for her events with her coach. She talks about how she sets goals for herself and if she doesn’t make one of her goals, she doesn’t give up, she just sets another goal and keeps going. • Review Questions 1. What is it about fishing that Stuart enjoys? 2. Why do you think “being alone with nature” might make it easier to deal with problems? 3. Why do Stuart’s friends respect him because he doesn’t do drugs? 4. How does living in a city affect JoAnn? 5. Why does she want to be a filmmaker? 6. What kind of “high” does she get out of working with film? 7. Why does Jason have to give 100 percent of himself to his racing? What kind of discipline is involved? 8. Winning is a kick for anybody, but describe the high Jason feels during the race when he’s totally concentrated on what he’s doing. Do you know what this feels like? 9. How does Jason feel when he knows he’s done something well? 10. What kind of community life is built up around motor cross racing? Is what Jason describes what you would have expected? 11. Why did Janaki get into drugs? 12. What is the “high” she’s replaced the drugs with? 13. What kinds of choices is Janaki making about her life now? 14. Why does Craig enjoy sports? 15. Describe the way he feels when he’s up at bat. 16. Why does Craig enjoy team sports? 17. What does “doing your best” mean to Craig? What does it mean to you? 18. What kind of place do you think the Omega Institute is? 19. What does Nora care about? 20. What kind of dancing does she enjoy? 21. The death of Nora’s father brought her closer to appreciating life. What events in your life have most shaped the way you live? 22. What kind of skills does rock climbing take? 23. How does Howie describe the climb when he first realized he could trust in his ability to get up the face of the rock? 24. What part of the climb gives Howie the most pleasure? 25. What do you think Howie has learned from rock climbing that he can apply to other parts of his life? 26. What is the “high” Judy gets out of life? 27. Describe how Judy goes about her life. How does she set goals? How does she deal with setbacks? 28. What do you think Judy draws on to deal with the realities of her life? 29. What part does her attitude play in her successes? What part does your attitude play in the events of your life? • Discussion Questions and Activities 1. Do you think it is possible to get “high” by doing something like rock climbing? Describe what you think the people in the program are talking about. Describe a time when you’ve felt like this. 2. What part does having a strong interest play in a person’s life? Describe how someone might go about developing an interest? Did you learn about anything in the program that you might like to pursue? 3. With so many possibilities for natural “highs,” why do you think some kids are apathetic? 4. How could your class get involved in something useful? For example: in ecology in learning a new creative skill in helping a local institution such as a nursing home, or children’s hospital in a one-to-one helping relationship with younger children 5. Do a “story” on someone. This can be in the form of a photo essay, a written article or, if you have access to the equipment, a video portrait. Interview your subject about a special interest they have and the “high” they get out of doing it. |
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