an addiction is a recurring compulsion by an individual to en...

an addiction is a recurring compulsion by an individual to en... Addiction / Teacher’s copy / p.1 Part One - Are you addicted to something? 1.1 Indicators of addiction Knowledge : Indicators of addiction Skill : Self reflection People use alcohol, smoke, take drug and gamble for many reasons. For example, to help them relax, feel happy or meet their curiosity. However, sometimes people become addicted to these things. No one plans to addict. People may think that they can handle the use of these things and they use only when they want to. But when they want to change the way they use, they may find it’s not that simple. While different addictions may have different indicators, it is reasonable to warn yourself of addiction if you often have at least five of the following problems: Am I addicted to _____________________? 1. Keep on thinking about that thing, even when working or studying. 2. Do that thing to escape from problems or bad mood. 3. Need to spend more and more time on doing that thing to become satisfied. 4. Cannot stop or reduce doing that thing. 5. Feel uneasy or angry when being stopped from doing that thing. 6. Lie to friends or family about how much you do that thing. 7. Do unlawful things like stealing money, so that you can keep doing that thing. 8. Put blame on the others (e.g. other people, bad luck, the government) for the problems you face. Addiction / Teacher’s copy / p.2 1.2 What makes addiction different from hobby or love? Knowledge : Definition and elements of addiction Skill : Induction The three cases below have something in common. Find the common things among them which mark the elements of addiction. Case One : Cathy Cathy loves going out after work with her friends. Her job is hard. Having some beer with her friends made her happy. Later, Cathy’s “after-work drink” became whole evening of drinking, and whiskey and brandy replaced beer. She missed dinner and got home very late. A few times she could not remember how she had got home the night before, and she was often late for work. She tried to stop drinking, but she simply could not. When her friends told her to stop drinking, Cathy became angry because she thought that her friends did not understand and support her. In fact, she did not care losing her friends any more. She could not stop drinking because she found herself sad and lonely if she stopped. At last, she lost her job, friends and was in debt. To forget the problems, she drank more. Case Two : Dan Dan started taking drugs two years ago. At first he took drugs only with friends during party, but he took more and more often. At last, he took every day. Dan found that he was quickly losing his memory, he could not work and had to go to toilet very often. However, to make himself feel better, he told himself that these problems had happened just because he had not slept well. At last, he lost his job and friends for using drugs. Dan had tried to stop using drugs, but he found that without drugs he was bored and dull. His need to get “high” was stronger than his will to stop using drug. Addiction / Teacher’s copy / p.3 Case Three : Fred Fred started playing online game half year ago. He soon found the world of online game much more interesting than the real world. He spent more and more time every day on the game, until he spent the whole night on the game and slept during the lessons in day. In some cases he ran away from school just to play online game. Because he did not sleep well, he was dull in the day. His study became a mess. Fred had tried to spend less time on the game, but he could not because he found himself not interested in any thing but online game. Online games filled his mind day and night. To him, life is boring without the game. He once refused to travel abroad with his parents during holiday, just because he was not sure if he could play online game in the hotel. WHAT IS ADDICTION? 1. People are said to have addiction if they have these elements of addiction: They have increasing use of the substance or behaviour. They are unable to control or stop the use. Harmful results occur to them. Addiction / Teacher’s copy / p.4 1.3 What are people addicted to? Knowledge : Substance addiction and process addiction Skill : Brainstorming, fluency Base on the definition of addiction you learn in Unit 1.2, list some things that many people are addicted to. Classify these things into some categories at your own choice. 1. alcohol 2. tobacco 3. drug 4. thinner 5. gasoline 6. gambling 7. doing exercise 8. shopping 9. eating 10. dieting 11. online game 12. sexual activity WHAT ARE PEOPLE ADDICTED TO? Addiction may be classified into two types: substance addiction, for example alcoholism drug abuse, eating disorder and smoking; and process addiction, for example gambling, shopping, computer using and sexual activity (Answer for reference only) Addiction / Teacher’s copy / p.5 Part Two - Why and how do people become addicted? Addiction / Teacher’s copy / p.6 In the table below are factors of addiction. Classify them into SOURCE, PERSONAL and ENVIRONMENTAL factors by putting them into the Venn diagram on next page. 1. Some people are born 2. Some people smoke 3. Some people are not more likely (but not just because their addicted to online necessarily) to be friends do the same. game because they addicted to drugs. They want to mix well find other meaningful with their friends. things to do. 4. More than half of the 5. Some people gamble 6. Some drugs can make people with drug and drink a lot because people high and addiction have also they feel bored. excited. had mental health problems. 7. Some people drink 8. Some people take drug 9. Some people learn alcohol to relax and and smoke to show gambling and smoking make it easier to talk to their friends and from their family other people. classmates that they members. are brave. 10. Some people fail in 11. Some people are too 12. Some people put school or working weak to control blames on others. They place. They want to themselves. They do don’t believe that win in gambling or what they want to do. drugs or gambling online game. causes them problems. 13. Some people start 14. Some people gamble 15. Some people stop taking drugs because or buy things to forget smoking because their they are curious about their unhappiness. friends and family drugs. They want to encourage them to do try. so. Addiction / Teacher’s copy / p.7 2.1 Factors of addiction Knowledge : Source, personal and environmental factors of addiction Skill : Classifying SOURCE FACTOR 6 1 3 4 5 7 11 12 2 10 9 13 14 8 15 PERSONAL FACTOR ENVIRONMENTAL FACTOR Addiction / Teacher’s copy / p.8 2.2 Stages of addiction Knowledge : Stages of addiction, cycle of addiction Skill : Analogical thinking, elaboration, imagination Addiction is not a sudden thing. The development of addiction can be divided into different stages. STAGES OF ADDICTION Source : Staying Sober, by Terrence T. Gorski & Merlene Miller 1. Short-term good feeling : First there is the short-term good feeling. 2. Long-term pain : The short-term good feeling is quickly followed by long-term pain. Pain is the result of doing that thing as well as stopping doing that thing. 3. Addictive thinking : You keep thinking about the good feeling of doing the thing. You tell yourself you have no problem and blame others for the pain you have. 4. Increased tolerance : Doing that thing brings smaller and smaller good feeling to you. You have to do more and more (e.g. take more drug, play the game for longer) to produce the same good feeling. 5. Loss of control : The addiction to the thing becomes so strong that you cannot think about anything else. You cannot live you life properly. 6. Bio-psycho-social damage: Finally, there is damage to your health(bio damage), to your mind (psycho damage), and your relationships with others(social damage). Such damage causes you to do that thing more to get relief. A deadly cycle forms. CYCLE OF ADDICTION 1 6 2 5 3 4 Addiction / Teacher’s copy / p.9 Do you remember the case of Cathy in Unit 1.2? Cite evidence from her case to show how she becomes addicted to alcohol through the six stages of addiction. 1. Short-term good feeling 2. Long-term pain 3. Addictive thinking 4. Increased tolerance 5. Loss of control 6. Bio-psycho-social damage To forget the problem, she drank more 6 In debt / lost her job 5 Drank more and more / whiskey and 4 brandy replaced beer She was angry that her friends did not 3 understand and support her She missed her dinner / was late for 2 work / forgot things / Having beer with friends helps Cathy 1 relax Addiction / Teacher’s copy / p.10 RISK FACTORS AND THE WAYS LEADING TO ADDICTION - WRITING A STORY Your school is organizing an “Anti-gambling Campaign”. Base on what you learn in Unit 2.1 and 2.2, write a story, between 300 and 500 words, to tell why and how a person becomes addicted to gambling. Your story will get high mark if it: 1. shows clearly the factors of gambling addiction; 2. shows clearly how that person becomes addicted to gambling through the six stages; 3. has rich and believable content 4. is easy to read and understand; 1 , covers a wide , covers a wide , covers some of , does not cover variety of risk variety of risk the risk factors the risk factors factors factors , puts the risk , the risk factors, factors into a however, are not reasonable in a reasonable context context 2 , complete , complete , some evidences , absence of evidence of the evidences of the of the six stages evidence of the six stages six stages , incorrect six stages , correct , incorrect sequencing of the , incorrect sequencing of the sequencing of the six stages sequencing of the six stages six stages six stages 3 , no information , no information , a few , lack of details gap gap information gaps , many , the content , the content , the content information gaps conforms to conforms to conforms to , the content does common sense common sense common sense not conform to , the story is a common sense typical one 4 , few grammatical , some , many , many mistakes grammatical grammatical grammatical , few misspelled mistakes mistakes mistakes words , some misspelled , many misspelled , many misspelled , storyboard is words words words whole , storyboard is , storyboard is , storyboard is whole whole broken Addiction / Teacher’s copy / p.11 Part Three - Drug abuse by Hong Kong youngsters Alarm at rise in number of teenage drug abusers - Police and a rehabilitation centre are concerned about the increasing number of teenage drug abusers, with figures showing a rise in arrests. 29-6-2007 SCMP Ketamine linked to health woes - Doctors investigate cause of kidney, bladder problems among abusers of drug. Ten ketamine users are suffering from severe kidney and bladder dysfunction in the first hint of an association between such problems and the popular party drug. 22 -6-2007 SCMP Schoolboy suspected of delivering cocaine - A schoolboy, 17, has been arrested on suspicion of being a drug courier after he was found with cocaine. 9-5-2007 SCMP (SCMP : South China Morning Post) Task : Drug abuse has been a problem among Hong Kong youngsters in recent years. To help fight drug abuse, you will make a leaflet about drug abuse by Hong Kong youngsters and the harmful effects of drug abuse. Your task can be divided into the following steps: Step One : Understand what a good leaflet is Step Two : List guiding questions Step Three : Information collection Step Four : Make the leaflet Addiction / Teacher’s copy / p.12 3.1 What is a good leaflet? Skill : Convey information, analogical thinking Compare the two leaflets about the same topic given by your teacher. Which one you think is better? What are its merits over the other one? Base on the merits of the better leaflet, fill the following rubric for the leaflet you will make. Your teacher will choose the best rubric to mark the leaflets from students. What should a good leaflet be? Criteria Range of mark It provides information that fits the topic. 0 - 20 It provides correct information. The text is divided into paragraphs. Readers read and understand the leaflet easily. Each paragraph has a heading to help reader understand it. There are diagram to help readers read numbers. There are tables to help reader organize information. There are photos to help reader recognize things. The leaflet is colourful and eye-catching. The leaflet lists the sources of information. Total 0 - 100 Addiction / Teacher’s copy / p.13 3.2 List guiding questions Skill : Define purposes of collecting information Before you head out to make a leaflet, it is better to think about this question first: What should I put into the leaflet? To answer this question, the 6-Ws Method may help you. The table below shows the 6 Ws. Base on them, list some guiding questions for your leaflet. One guiding question has been suggested for you as an example. Drug abuse among Hong Kong youngsters and the harmful effects of drug abuse The 6 Ws Guiding questions 1. What is drug abuse? 2. How common is drug abuse among Hong Kong youngsters? What 3. When do they start drug abuse? When 4. What are the harmful effects of drug abuse? Who 5. What drugs do they abuse? Why 6. Who abuse drugs? Where 7. Why do they abuse drugs? How 8. Where do they take drugs? 9. From whom do they get drugs? Addiction / Teacher’s copy / p.14 3.3 Collecting information about drug abuse & its effects Knowledge : Drug abuse, drug abuse among Hong Kong youngsters Skills : Critically investigate sources to distil relevant information, use appropriate language to present information Video : Narcotics Division’s web site:「濫用藥物及其對個人、社會的遺害」: (Chinese version only) HKSAR students who admitted drug abuse in a survey(*) done by Hong Kong Baptist University in 2004 Source : The 2004 Survey of Age Percentage of students who Drug Use Among Studenst, admitted by Hong Kong Baptist drug abuse in 2004 (%) University 12 or below 0.4 13 0.5 (*) Students in schools 14 0.8 were invited to answer 15 0.9 questionnaire about drug 16 0.8 abuse 17 1.0 18 0.6 19 or above 1.0 HKSAR residents, between ages 0 - 19, who were reported(*) to abuse drugs in 2004 HKSAR residents HKSAR residents between ages Percentage of HKSAR residents between ages 0 - 19 in 0 - 19 who were reported to between ages 0 - 19 who were 2004 (persons) (**) abuse drugs in 2004 (persons) reported to abuse drugs in 2004 (***) (%) 1441000 1862 0.1 * Number of cases reported by law enforcement departments, treatment and welfare agencies, hospitals and clinics, and tertiary institutions. ** Source : Census Department *** Source : Narcotics Division, Security Bureau Addiction / Teacher’s copy / p.15 Drug abuse among HKSAR youngsters by sex Drug abuse among HKSAR youngsters by time and common drug type * More than one type of drug may be used by each abuser Addiction / Teacher’s copy / p.16 Most common reasons for drug use (2007) The mean age of first drug abuse Source : Narcotics Division, Security Bureau : Addiction / Teacher’s copy / p.17 Q.1 WHAT IS DRUG ABUSE? Drug abuse refers to the taking of drugs without following medical advice or prescription, or the indiscreet use of dangerous drugs for non-treatment purposes. Source : Narcotic Division, Security Bureau: Q.2 HOW COMMON IS DRUG ABUSE AMONG HONG KONG YOUNGSTERS? Read Sources One - A and B. Complete the sentences below. 1. According to Source One - A, the percentages of Hong Kong students between 13 - 18 who abused drug in 2004 are 0.5 - 1.0% 2. According to Source One - B, the percentage of Hong Kong youngsters below 21 who were reported to abuse drug is 0.1%. 3. The two sources show how common drug abuse is among Hong Kong youngsters. But the percentages of drug abusers differ a lot between the two sources. Can you tell why? The proportion shown in Source One - B is based on the number of cases reported to government or non-government organizations. However, there are many cases Addiction / Teacher’s copy / p.18 of drug abuse not reported. Therefore the proportion shown in Source One - B is much lower than that of Source One - A. 4. Which source would you choose to show the commonness of drug abuse among Hong Kong youngsters? Give reasons to support your choice. Source One - A : It includes both reported and unreported cases Source One - B : The cases are confirmed by Government or non-government organizations, therefore more credible/ the figure includes youngsters between 0 - 19, not only students Q.3 WHO ABUSE DRUGS? WHAT DRUGS DO THEY ABUSE? WHY DO THEY ABUSE DRUGS? WHAT ARE THE TRENDS OF DRUG ABUSE? Base on Sources Two - A, B, C and D, write a short article on drug abuse by Hong Kong youngsters. Your report should have more than 200 words. The following questions may help you write the article: 1. Who - The age and sex of drug abusers 2. When - The time when people began drug abuse 3. What - The types of drugs abused by youngsters 4. Why - The causes of drug abuse Male drug abusers are more than female drug abusers. The ratio has been about 7(male) to 3(female). More and more people began drug abuse when they were below 21 years old. In 2004, 81.8% of the drug abusers began drug abuse below 21 years old. In 2007 first quarter, 84.5 % of the drug abusers began drug abuse below 21 years old. Between 2004 and 2007, the number of ketamine users below 21 was the largest, followed by MDMA and cannabis. In 2006, the numbers of their users were 1845, 1079 and 472 persons respectively. Addiction / Teacher’s copy / p.19 The number of ketamine users fell from 1480 in 2004 to 1368 in 2005, then rose to 1845 persons in 2006. The number of MDMA users rose from 814 in 2004 to 1194 in 2005, then fell to 1079 persons in 2006. The number of cannabis users was more stable between 2004 and 2006, varied between 572 and 472 persons. In 2007, peer influence was the most often cited reason to explain drug abuse, followed by seeking euphoria and sensory satisfaction, and relief of boredom/depression/ anxiety. Q.4 WHAT ARE THE HARMFUL EFFECTS OF DRUG ABUSE ON HEALTH? Visit the web site of the Narcotics Division, Security Bureau: Find the street names and the harmful effects on health of the drugs listed in the table below. Narcotic Heroin "white powder", , Dependence analgesics "No.4", , Drowsiness , Respiratory depression, nausea , Withdrawal syndrome: watery eyes, runny nose, yawning, loss of appetite, irritability, tremors, panic, chills, sweating, cramps. Hallucinogens , Disoriented behaviour Cannabis "Marijuana", , Impaired judgement "grass" , Bronchitis , Conjunctivitis , Endocrine disorders Addiction / Teacher’s copy / p.20 LSD , Disoriented behaviour "Black Sesame" , Impaired judgement , Nausea and vomiting , Increased pulse rate and elevated blood pressure Depressants , Dependence No Quinalbarbitone , Slurred speech , Disorientation , Impaired memory and thinking , Depression or mood swings , Toxic psychosis , Sleep disorder , Liver and kidney damage GHB “Liquid Ecstasy” , Drowsiness , Nausea , Visual disturbance , Unconsciousness , Seizures , Severe respiratory depression , Coma Stimulants Methylamphetamine “Ice” , Insomnia , Depression , Toxic psychosis , Loss of appetite , Heart and kidney failure Cocaine “Crack” , Agitation , Feelings of persecution , Extra sensibility, especially to noise , Mood swings , Affected memory Addiction / Teacher’s copy / p.21 , Damage to sensory tissues of nose , Impotence , Delirium , Death “E” MDMA , Dehydration “Ecstasy” , Exhaustion , Muscle breakdown , Overheating , Convulsion , Collapse Tranquillizers Benzodiazepines “Blue Gremlin”, , Drowsiness “Cross” , Depression , In-coordination , Loss of memory , Impaired cognitive and neuromotor functioning Other Ketamine “K” , Slurred speech , Impaired memory , Impaired motor function , Deficiency in motor coordination and impairment in executive function , Respiratory/ heart problems Cough medicine No , Respiratory depression , Toxic psychosis , Constipation , Loss of appetite , Dizziness Addiction / Teacher’s copy / p.22 Q.5 WHAT ARE OTHER HARMFUL EFFECTS OF DRUG ABUSE? In addition to health effects, can you state the social and economic effects of drug abuse? Users’ relations with Users’ families friends and families may be in debt worsen Users lose income because of lower ability to work Users’ families and Drug driving friends worry for users cause traffic and other accidents Users’ families pay extra cost for caring users Users commit crime to Employers suffer support their drug use from sickness absence Drug traffickers commit crime for their trades Money from drug Government pays trafficking supports extra cost to fight wars and terrorism crime Public fear of crime Government pays Government provides for criminal cases rehabilitation for drug in court users (Answers for reference only) Addiction / Teacher’s copy / p.23 3.4 Make & mark the leaflet Skill: Evaluate against established criteria the quality of outcomes Your leaflet should: 1. be colour-printed on F4 paper; 2. have at least 250 words; 3. have the qualities you listed in STEP ONE; 4. have a title, your name and class, and page number; and 5. NOT longer than 4 pages of A4 paper Addiction / Teacher’s copy / p.24 3.5 Fighting drug abuse in Hong Kong Knowledge : Actions against drug abuse in Hong Kong Skill : Classifying TYPES OF ACTION IN HONG KONG AGAINST DRUG ABUSE 1. Just like fighting other addiction problems, fighting drug abuse needs different actions. By the doers, these actions can be classified into individual level (done by you and me) and institutional level (done by government or non-government organizations). By the aims, these actions can be classified as reduce supply (stop users from getting the drugs) and reduce demand (reduce people’s want of drugs). 2. Actions in Hong Kong against drug abuse include: A. Government and voluntary agencies educate the public about the harmful effects of drug abuse. The more people know about the evils of drug abuse, the more they prefer a drug-free life. Right : An anti-drug teaching kit provided by Government B. The Police and the Customs work hard to cut drugs supplies. C. Government takes drug traffickers to court. Below : Suspected drug traffickers under arrest D. Correctional Services Department runs compulsory placement scheme for the addicted who have committed minor crime. Addiction / Teacher’s copy / p.25 Compulsory placement scheme Location Hei Ling Chau Major Target Client (by drug) Opiate narcotics & psychoactive drugs abusers Target Client (by sex) Male & female Treatment Drug treatment (2 - 12 months) Half-way house Counselling by Aftercare Officer Follow-up service Recreation Occupational counselling Self-help / therapeutic group E. Hong Kong Government works hand in hand and shares experience with other governments to stop drug trafficking. F. Hong Kong has been working closely with Guangdong and Macau to deal with cross-boundary drug issues. G. Citizens learn how to say no to drugs. H. The Department of Health provides methadone treatment programme. It helps the addicted quit heroin use by supplying them less-harmful methadone. I. Citizens learn more about the harmful effects of drug abuse from school and media. J. Non-government organizations (NGO), such as Caritas HUGS Centre, PS33 of the Hong Kong Christian Service, provide counselling programme for the drug addicted. The programmes help them quit their addictions. K. Some NGOs like Caritas Hong Kong run in-patient drug rehabilitation programmes for those who wish to quit drug abusing. Right : Government officials visit rehabilitation centre L. Hospital Authority runs five substance abuse clinics. Their services include drug treatment and counselling. M. Citizens lead a healthy life style by taking part in sports and cultural activities. This reduces their want of drugs. Source : Narcotics Division, Security Bureau : Addiction / Teacher’s copy / p.26 3. Put actions A - M into the matrix below. It helps you understand more about those actions. (Hint: Some actions may be put into more than one quadrant) Matrix of actions fighting drug abuse in Hong Kong Quadrant II Quadrant I Individual level G, I, M B, C, D, E, F, K A, D, F, H, J, K, L Institutional level Quadrant III Quadrant IV Reduce supply Reduce demand DIFFERENCE BETWEEN INDIVIDUAL AND INSTITUTIONAL ACTIONS 1. How are the individual actions different from institutional actions? Institutional actions aim at both reduce demand and reduce supply, but individual actions aim at reduce demand only. 2. Can you explain the difference? Actions aim at reduce supply involve large amount of money / danger special knowledge & information/ special skills / coordination among different departments etc. Individuals are not ready for them. Citizens consider it is Government’s, not individual’s duty to take reduce-supply actions. Addiction / Teacher’s copy / p.27 HOW CAN A YOUNGSTER LIKE YOU STAY AWAY FROM DRUGS? Knowledge : Ways for youngsters stay away from drugs Skill : Convey information Do you think that you’ll be addicted to something? You may think that you’ll never. But actually, there are many youngsters who are like you become drug addicted. What can youngsters do to stay away from drugs? The story below may give us some hints. Grace’s Story - Part One Grace was having a bad year. Her parents had had quarrels for years and were thinking about divorce. Luckily, though there was a lot of tension at home, Grace was always willing to tell her parents her feelings and worries, because she knew that she must face the problem. By telling her parents her feelings, Grace felt much better. Always a good student, Grace continued to find comfort in studying hard and getting good grades in school. Her best friend, Susie, had really been there for her, too. Susie was willing to listen to Grace. In fact they talked much. Every weekend Grace had planned something fun for them to do by themselves or with other friends. Over the past several months, Grace and Susie had gone ice-skating on a regular basis, seen many movies, and gone bowling. Grace had also continued to play soccer on her school’s team. Knowing Grace was sometimes feeling upset, her classmate Katy had been inviting her to party. But Grace had heard that some classmates brought drugs to these parties. For that reason, Grace had always stayed away from these parties as well as Katy. So far Grace was able to stay away from drugs. 1. Why could Grace stay away from drugs? She was willing to tell other people her feelings. It made her feel better. She had good friends who were willing to listen to her. She had healthy life style. She played soccer, ice-skated and saw movies. She found comfort in studying hard and getting good grades in school. She stayed away from dangerous places and bad friends. Addiction / Teacher’s copy / p.28 Grace’s Story - Part Two Finally Grace’s parents divorced. Katy invited Grace to party again. This time Grace thought that it might be a way to forget about her problems for a little while. It might be fun. In the party, Grace’s classmate Sam handed her some pills and said……… Rewritten story from: Discovery Education : 2. Continue the story by imagining what Sam might say to make Grace take the drug. “We are friends! I won’t let you do anything harmful. Just try!” “These pills are not addictive! You are really silly if you trust your teachers.” “Dare you try these pills? If you dare not, just say you dare not, I won’t push you.” “Everybody here takes these pills. We’ll be unhappy if you don’t follow the rule.” Addiction / Teacher’s copy / p.29 3. If you were Grace, what might you say to reject the pills? The hints given may help you. Watch a video in Hong Kong Christian Service’s web site to learn some ways to say no to drugs : (Chinese version only) Say No directly “These pills are addictive. No, thanks!” Fight back “Why are you using drugs? Stop using drug, for you own sake!” Counter proposal “Taking drug is no longer fashionable. Let’s watch a movie!” Using an excuse “It’s twelve o’clock now. I have to go!” Using friendship “If we are friends, don’t push me to do anything I don’t want to do!” Addiction / Teacher’s copy / p.30 Part Four - Internet addiction in our school Task : Study internet addiction in our school. Your study will include the following steps: 1. Know internet addiction and its effects 2. Brainstorm and mind map the topic of study 3. List guiding questions about the topic of study 4. Set, distribute and collect questionnaire 5. Collate and interpret the data from questionnaire 6. Write a reporting about internet addiction in your school 4.1 Knowing internet addiction and its effects Knowledge : Features and problems of internet addiction Skill : Comprehend different types of text Articles about internet addiction Study uncovers US net addicts - A new study (in US) has revealed that between 6 and 14 per cent of US computer users are internet addicts, unable to resist their urge to check emails , write blogs or surf web sites ………Aboujaoude (The spokesperson) said that in addition to pornography and gambling sites , chat rooms, shopping venues and special-interest Web sites are also habit-forming . Source : 明報 24/10/2006 1 in 8 of young addicted to Net - More than 13 percent of Chinese teens and young adults are addicted to the Internet, said a survey released Tuesday. The poll defines a net addict as being happier in the virtual world than in the real one and feeling frustrated or at a loss when not accessing the Net. Source : 24/11/2005 深圳日報 Young teens hooked on the internet About 20 per cent of junior secondary school pupils(in Hong Kong) are hooked on online games while another 30 per cent are more seriously addicted to them, a survey has found. ………. Researcher and social worker Benson Chan Kwok-kai said those defined as Addiction / Teacher’s copy / p.31 being addicted showed other symptoms such as playing truant, often quarrelling with their families, feelings of shame, guilt or depression, or were suffering from insomnia because of their craving for the internet. Psychiatrist Ronald Chen Yuk-lun said: People who are unsociable, inhibited, depressed, academically weak or have a bad relationship with their families are more vulnerable to internet addiction. He said the first step was to find out the reasons why youngsters got hooked. Source : South China Morning Post 27/3/2007 Rehab opens door to reality for addicted gamers Some (online game) players spend hours, even days at a time, slumped in front of their screens, relying on a constant stream of cigarettes, alcohol, Red Bull or cocaine to stay awake .……….. One gamer, Tim, was so obsessed he spent 17 hours a day playing games and wouldn't even go to the toilet. "I take an empty bottle and I pee into it," he told counsellors. Tim was helped by addiction consultant Keith Bakker, who believes excessive gaming has resulted in a generation of young men in their 20s with the personalities of 12-year-olds - devoid of friends, other interests and a total inability to interact socially. "They lose hours," he says. "An average compulsive gamer plays between five and 10 hours a day. Doing their homework, playing sports, meeting kids of the opposite sex, all these things go out the window." Source : South China Morning Post 20/8/2006 Studies reveal a strong link between excessive Internet use and serious mental disorders. For a study in the March 2000 issue of the Journal of Affective Disorders, researchers interviewed 20 people like Moore (not his real name) whose lives had been disrupted by the Internet. Nearly all of them were diagnosed with serious mental illness, such as bipolar disorder. Many were sacrificing sleep to spend an average of 30 hours a week online outside work. Since the Internet is such a powerful multimedia experience, one may become desensitized to less stimulating modalities, like reading. Attention and concentration-span can decrease as a result of depression --- excessive Internet use can increase depression. The internet provides an outlet where individuals can interact with other individuals behind the screen, without knowing the other individual’s appearance. Such an interaction consequently makes the addicts lose real life communication skills, and even become socially withdrawn. Source : Mind prison : Addiction / Teacher’s copy / p.32 Q.1 Based on the above articles, how common is internet addiction in the US, China and Hong Kong? Between 6 and 14 per cent of US computer users are internet addicts. More than 13 percent of Chinese teens and young adults are addicted to the Internet. About 20 per cent of junior secondary school pupils in Hong Kong are hooked on online games while another 30 per cent are more seriously addicted to them Q.2 What are the features of internet addiction? The addicted are unable to resist the urge of being online The addicted are happier in the virtual world than in the real one. They fell frustrated or at a loss when not accessing the internet. The use of the internet has adverse effects on their life. Q.3 What problems may the internet addicts have? Health effects : The addicts have problems like loss of sleep/ mental disorder / mental illness, such as bipolar disorder / become desensitized to less stimulating modalities, like reading / feeling of shame, guilt or depression / playing truant / attention and concentration-span can decrease Social effects : Poor schoolwork / broken marriages, homes and families / inability to interact socially / lose real life communication skills, and even become socially withdrawn Addiction / Teacher’s copy / p.33 4.2 Brainstorm, mind map and list guiding questions Skill : Mind mapping, define purposes of collecting information BRAINSTORMING & MIND MAPPING 1. Think as much as possible about the topic of this study. Write them on pieces of paper. Write one item on each piece of paper. 2. Classify the pieces of paper into different sub-topics. Give each sub-topic a name, e.g. cause, effect …… 3. Write the main topic (Internet addiction in our school) at the centre of a piece of paper. 4. Write the sub-topics around the main topics. 5. Linking topics with lines. 6. Use lines of different thickness or colour to show different levels, e.g. , and . 7. Show and explain your mind map to your classmates. Example of mind map : Sports in Hong Kong Cause of playing sports Effects Player Sports in Hong Kong Popularity Types Track & field Others Ball game Addiction / Teacher’s copy / p.34 MIND MAP : INTERNET ADDICTION IN OUR SCHOOL - Watch this video and learn more about internet use by youngsters: Hong Kong Christian Service: 親子溝通之網絡世界篇: (Cantonese version only) The mind map below is suggested for teachers’ reference. Internet addiction in our school On health Game On social life Cause Communication Effects On school work Internet addiction in our Activity Web surfing school Popularity Blog The addicted Schoolwork Age / grade Sex Addiction / Teacher’s copy / p.35 LIST GUIDING QUESTIONS Now, you may use the information from brainstorming and mind mapping to make some guiding questions. These guiding questions will help you design your study and make your questionnaire. Examples of guiding questions have been given to you. (The guiding questions below are for reference only. Teachers should modify them after taking their students’ interest, ability and any possible constraints into consideration) Examples of guiding questions Guiding question Sub-question How popular is internet , How do we measure internet addiction? addiction in our school? , Is there widely-used measure of internet addiction? , Does the measure fit our study? Who are addicted to the , What are their grades? Internet? , What are their sexes? , What are their examination scores? , How many family members do they have? What do they do on the , What activities do they do most on the Internet? Internet? How much time they , How much time do they spend on the Internet each spend on the Internet? week? Why do they do these , Why do they play on-line game? activities on the Internet? , Why do they read & write blog? , Why do they play ICQ/MSN/Yahoo Messenger /chatroom? , Why do they watch on-line video? , Why do they surf web sites? What are the effects of , Does the use of the Internet affect their relationship with using the Internet on family? them? , Does it affect their relationship with friends? , Does it affect their schoolwork? , Does it affect their health? , Does it cause them to commit crime? Addiction / Teacher’s copy / p.36 4.3 Set, distribute and collect questionnaire Skill : Collaboration skills, reflect & improve on the effectiveness of their communication Benny, a Form 3 student, sets a questionnaire to study the use of public beaches by Hong Kong people for leisure. The main focuses of his questionnaire include: , Who use beaches for leisure? , How do people use beaches? , How do people choose beach? When he finishes his questionnaire, his teacher tells him that there are many mistakes in his questionnaire. These mistakes will make the findings of his study inaccurate. Can you point out the mistakes in Benny’s questionnaire? Hello, I am Benny from Tai Man Secondary School. As you know, there are many good beaches in Hong Kong, for example Repulse Bay and Clear Water Bay. They have good facilities and are close to urban area. Therefore many people spend their leisure at beach. The aim of this questionnaire is to study the use of public beaches by Hong Kong people for leisure. Misleading Q.1 What is your name? _____________ Useless question Q.2 How long do you stay at a beach? _____________ A. Very long Unclear meaning B. Long C. Not long D. Short Addiction / Teacher’s copy / p.37 Q.3 Which beach in Hong Kong do you like most? Repulse Bay? directive prompt Q.4 Which beach in Hong Kong do you go most often? Better to give choices Q.5 Why do you go to that beach so often? Q.6 How many times did you go to that beach in last 12 months? A. 0 - 10 times Invalid choice. Very few people B. 11 -100 times choose this choice. C. 101 - 300 times D. More than 300 times Q.7 What have you ever done at that beach? Tick the activities you have done at that beach (you may tick more than one activity) A. Swimming _________ B. Sunbathing _________ Choices overlap / C. Water sports _________ redundancy D. Boating _________ E. Surfing _________ F. Fishing _________ G. Relaxing _________ H. Other _________ Q.8 Have you ever collected shell, walked the dog and barbequed at that beach? Ask about only one thing in one question A. Yes, I have. B. No, I haven’t. C. I don’t know Q.9 Will you recommend your friends to go to that beach? Give choice such as “no opinon” or “I don’t A. Yes, I will. know”. B. No, I will not. Thank You! Addiction / Teacher’s copy / p.38 WHAT IS A GOOD QUESTIONNAIRE? Words have clear meaning - Avoid words which may have a lot of different meanings. Choose the correct types of question - Multiple-choice questions are quicker to answer and give answers that can be counted. Open-end questions, however, allow respondents to give longer and free answers. Honest - A questionnaire should not be misleading. Avoid invalid choices – Choices which are unlikely to be chosen are meaningless. Avoid irrelevant information - Always keep in mind what information you should collect. Do not collect irrelevant information. Irrelevant information tends to waste your time. It also makes the questionnaire too long to be completed. Short and concise - Imagine how long you will spend on filling a questionnaire, 3 minutes? 10 minutes? Most people are unwilling to complete very long questionnaire. They either give up or answer carelessly. Neat and well-structured - Similar questions should be grouped together so that the questionnaire is easier to read. Allow respondents to be neutral - Answers such as "don't know" and "no opinion" should be included as choices. Pilot study - Questionnaires should be tried out before they are used in your study. Avoid offensive and sensitive questions - Avoid asking people about their age, name, income and address. If it is necessary to know their age and income, you may ask them to choose from groups (say $10000 - $30000, $30001 - $50000) and leave these questions to later in the questionnaire. Addiction / Teacher’s copy / p.39 YOUR QUESTIONNAIRE Part One - Answer Questions 1 - 8 by putting a “,” to indicate “yes” and a “x” to indicate “no” in the boxes. Here the term “Internet” refers to all types of on-line activity. 1. Do you often think about previous internet activity or wait for next internet session? 2. Do you need to use the Internet with increasing amounts of time? 3. Have you tried to stop or reduce internet use but failed? 4. Do you feel unhappy, depressed, or angry when cut down internet use? 5. Do you often stay on the Internet longer than you planned to? 6. Have internet use damaged your relationship with family / friends and your schoolwork? 7. Have you lied to family members or others about the way and time you use the Internet? 8. Do you use the Internet as a way of escaping from problems or unhappiness? (The above test is used and tested by psychologist. Teachers are Not advised to change the questions.) (It should be noted that while the developer considers the above test a workable measure of internet addiction, she also points out that further study is needed to determine its construct validity and clinical utility) Source: Adopted from the Internet Addiction Diagnostic Questionnaire, developed by Dr. Kimberly Young, Pittsburg University, published in Cyber Psychology and Behavior, Vol. 1, No. 3, p.237 - 244 Part Two - Answer Questions 9 - 16 by putting a ,in the boxes or writing the answer on the lines. (This part of the questionnaire is for reference only. Teachers should guide students to make their own questionnaire) Addiction / Teacher’s copy / p.40 9. What is your grade? F.1 F.2 F.3 F.4 F.5 F.6-7 10. What is your sex? Male Female 11. How much time on average you spend on the Internet per day? hour 12. Which activity do you do On-line game most on the Internet? Surfing web site Reading / writing blog Shopping ICQ/Messenger/chatroom/e-mail/QQ Downloading or watching video Downloading or listening to music or radio Other - Please state: 13. Why do you use the Internet? For schoolwork (May choose more than one For fun choice) To contact other people To forget unhappy things To make money To stay away from other people Other - Please state: 14. Does using the Internet damages your relationship with family Yes members? No No idea 15. Does using the Internet damage your relationship Yes No No idea with friends and classmates? 16. What is your average score in the school’s last 0 - 20 Mark(s) annual examination? Please choose the nearest range. 21 - 40 41 - 60 61 - 80 81 - 100 Addiction / Teacher’s copy / p.41 4.4 Write a report on internet addiction in your school Skill : Develop a writing strategy for organizing ideas and information clearly and coherently, perform numerical manipulations COLLATE THE DATA - To collate the data is to help us understand and draw conclusions from the data. Here you and your classmates will work together to finish this job. (The instructions below are for reference only. Teachers should modify them to fit the finalized questionnaire) 1. Class no.1 - 10 : Sum up students’ scores in Q.1 - Q.8. By the scheme given by the developer of the Internet Addiction Diagnostic Questionnaire(See the box below), classify the students into two groups - “normal internet users” and “addicted internet users”. Count the number of students belong to each group. Put the answer in Row 1 in Data Entry Form. SCALE Say “yes” to less than five of the Q.1 - 8 : Normal internet user Say “yes” to five or more of Q.1 - 8 : Addicted internet user 2. Class no.11 - 14: Calculate the average on-line time of the normal and the addicted users. Put answers in Row 2 in Data Entry Form. 3. Class no. 15 - 18: Count the number of the normal and the addicted users in different grades. Put the answers in Row 3 in Data Entry Form. 4. Class no. 19 - 22: Count the number of the normal and the addicted users of different sexes. Put the answers in Row 4 in Data Entry Form. 5. Class no.23 - 26: Calculate the average score of the respondents in last annual examination. Put the answers in Row 5 in Data Entry Form. 6. Class no.27 - 30: Count how many times the activities are chosen as the one done most on-line by the normal and the addicted users. Put the answers in Row 6 in Data Entry Form. 7. Class no.31 - 34: Count how many times the causes are chosen by the normal and the addicted users for being on-line. Put the answers in Row 7 in Data Entry Form. 8. Class no.35 - 38: Count the normal and the addicted users’ answers to Q.26. Put the answers in Row 8 in Data Entry Form. 9. Class no.39 - 42: Count the normal and the addicted users’ answers to Q.27. Put the answers in Row 8 in Data Entry Form. Addiction / Teacher’s copy / p.42 (This data entry form is for teacher’s reference only. Teachers should modify it to fit the finalized questionnaire) DATA ENTRY FORM Normal user Addicted user 1. Number of students belong to this group(persons): 2. Average on-line time per day (hour): 3. Number of students in F.1 different grades (persons): F.2 F.3 F.4 F.5 F.6-7 4. Number of students of Male different sexes (persons): Female 5. Average score of students in last annual exam (mark) 6. On-line game Times chosen by students Surfing web site as the activity they Reading / writing blog do most on the Internet (times) Shopping ICQ/Messenger/QQ/ chatroom/e-mail Downloading/watching video Addiction / Teacher’s copy / p.43 DATA ENTRY FORM Normal user Addicted user Downloading/listening to music or radio Other 7. For schoolwork Times chosen by students For fun as the cause of using the To contact other people Internet (times) To forget unhappy thing To make money To stay away from other people Other 8. Answer to Q.26. Yes No No idea 9. Answer to Q.27. Yes No No idea Addiction / Teacher’s copy / p.44 INTEPRET THE DATA - The following questions help your group draw conclusions from the data. (The guides below are for reference only. Teachers should modify them to fit the finalized questionnaire, the data entry form and their students’ interest) Q.1 How common is internet addiction in your school? Q.2 Which types of students (e.g. grade, sex, examination score) have biggest/bigger problem in internet use? Q.3 Why do your schoolmates use the Internet? Do the causes differ between the normal and the addicted users? Q.4 What are the effects of using the Internet on your schoolmates? Do the effects differ between the normal and the addicted users? Q.5 How do your schoolmates use the Internet? Do the ways they use the internet differ between the normal and the addicted users? (No model answer or suggested answer to these five questions) WRITE A REPORT 1. Your report should include the following parts: a. An introduction to internet addiction. Give some reasons to explain why it is meaningful to study this problem in your school (100 - 150 words). b. Base on the answers to the above five questions(Q.1 - Q.5), draw conclusions about internet use/addiction in your school (150 - 400 words). Support your conclusion with numbers. c. Insert 2 - 3 graphs to show some important numbers about internet use/addiction in your school. Hints: It is common to i. show change or trend with line graph, ii. compare different things with bar graph, and iii. show composition with pie graph d. Insert the data entry form at the end of your report for readers’ reference. 2. Teacher will mark your report according to the marking scheme and rubric below: Marking scheme : Your report will be given high mark if: Addiction / Teacher’s copy / p.45 a. you work out meaningful and important findings from the data, instead of copying the raw data from the data entry form; b. there are no or few spelling and grammatical mistakes, and wording is accurate; c. there are suitable graphs, and the graphs are easy to read and understand; d. the length of your report is suitable; e. your report is clean and tidy; and f. your report includes an introduction and the data entry form Rubric : a. , Draw reasonable , Calculate the raw , Includes mainly , No or few facts and meaningful data to produce raw data copied from the data conclusion from new and from the data entry form are the data. meaningful entry form. reported. , Correct numbers. comparisons between the more and the less problematic internet users. 30 marks --------------- 15 marks ---------------- 5 marks ------------------- 0 mark b. , No or few , Few spelling and , Some spelling , Many spelling spelling and grammatical and grammatical and grammatical grammatical mistakes. mistakes. mistakes. mistakes. , Wording is not , Able to , Unable to , Accurate accurate. understand the understand the wording. report. report. 20 marks --------------- 10 marks ---------------- 5 marks ------------------- 0 mark c. , 2 - 3 graphs. , 2 - 3 graphs. , 1 graph only. , No graph. , The graphs are , The graphs either well drawn, show less suitable and important show important information / are information. unsuitable / are poorly drawn. 10 marks --------------- 5 marks ---------------- 3 marks ------------------- 0 mark Addiction / Teacher’s copy / p.46 d. , Neither too long , Either Part a or , Either Part a or , Either Part a or nor too short. Part b is shorter Part b is shorter Part b is shorter or longer than or longer than or longer than required by less required by 20 - required by more than 20%. 50 %. than 50%. 20 marks --------------- 10 marks ---------------- 5 marks ------------------- 0 mark e. , The report is , The report is , The report is , The report is very very clean and quite clean and quite dirty and dirty and messy. tidy. tidy. messy. 10 marks --------------- 5 marks ---------------- 3 marks ------------------- 0 mark f. , The report , The report , The report , The report includes a good includes an includes either includes neither introduction and acceptable an acceptable an acceptable the data entry introduction and introduction or introduction nor form. the data entry the data entry the data entry form. form. form. 10 marks --------------- 5 marks ---------------- 3 marks ------------------- 0 mark (Teachers may fine-tune their marking by giving any mark between two consecutive grades) Addiction / Teacher’s copy / p.47 4.5 Breaking your addiction or bad habit Staying on the Internet, playing computer game, even reading and listening to music can be “harmful” if we don’t do them properly. When we do them not properly, they become addiction or bad habits. Most people know that they should break their addiction or bad habit, but why can’t they make it? 1. Think: a. State one addiction or bad habit that troubles/troubled you. b. List the difficulties of breaking this addiction / bad habit. I have / had the problem of ___________________________________________ _____________________________________________________________________ It is/was hard for me to break this addiction or bad habit, because: Image source : Addiction / Teacher’s copy / p.48 2. Discuss: c. You and your group members share the difficulties in breaking the addiction or bad habit, then work together to classify all difficulties into several categories. When we classify, we try our Example of tree-diagram best to produce categories that: i、 have clear boundary; ii、 do not overlap one another; and iii、 tell us what can do next. Draw a tree-diagram like the one on the right to show your classification. Make sure each category or sub-category has a name that fits the content. I have/had the following difficulties when breaking my addiction or bad habit: Image source : Addiction / Teacher’s copy / p.49 3. Report d. The principles below help people break their addiction or bad habit. Base on these principles, suggest ways to quit internet addiction or overuse. Remind - Often remind yourself about the problems caused by your addiction or bad habit. For example, on a card write five major problems caused by telephone chatting, and five major benefits of breaking this bad habit. Keep the card in your pocket or wallet. Read the card several times a day. Replace - Smokers can also replace smoking with snack. They may try other funny or meaningful activities, especially those put them off before. Reward- Many people fail to break a habit because they don’t have a clear plan. You should set reasonable goals. For example, smokers can set a goal of 3 cigarettes a day instead of 5, and set the time they can smoke in a day. If they reach their goal, they should reward themselves and set a stricter goal. Stoppers - Another simple way is to use things that you must do to stop you from doing something further. If you have to go to school at 7:30 am, have you start listening to music 6:30, leaving exactly one hour before its time to quit. Safe place - Put yourself in a safe place to separate you from your addiction or bad habit. For example, drug users can stay in rehabilitation centres where they cannot get drugs. Support - People who want to quit gambling may join together. They can support each other by sharing their feelings, worries and joining other activities together. Free answer. Addiction / Teacher’s copy / p.50 thExtension - Opium smoking in 19-century China & its effects E.1 Opium & its early history in China thKnowledge : Opium, opium smoking in early 19 -century China Skill : Use appropriate tools for presenting quantitative information Opium is a highly addictive drug made of juice from opium poppy. It has a brownish yellow color, a faint smell, and a bitter taste. It produces a good feeling and drowsiness but causes coma or death if taking in too much. Opium was first grown in the Mesopotamia in about 3400 B.C. Later, the Mesopotamians passed along opium to Egypt, then Greece and other places around the Mediterranean Sea. In 400 A.D., opium was first introduced to China. Opium poppy Source : Opium smoking Source : HKEdcity : _browse.phtml?res_cat_id=5181&res_func _type=0&page_no=3&page_no2=3&displa y_type=BROWSE&sort_attr=create_date &old_sort_attr=create_date&sort_order=a sc&keyword=&ACTION_ID=/ The Chinese had used opium long to cure illness and kill pain. However, since the 1700s, more and more Chinese abused opium for pleasure. Opium smoking became popular among the Chinese. To stop this, the Chinese emperor banned the smoking and sale of opium in 1729. Addiction / Teacher’s copy / p.51 thThe trend of opium import from Britain to China in early 19-century Year 1800 1821 1830 1835 1838 Opium import from Britain to China 4570 5959 19956 30202 40200 (chest) (Each chest contains 64 kg of opium) In late 1700s, there was big demand for Chinese products like tea, silk and porcelain in Britain. However, China had little demand for British products. As a result, Britain bought much more goods from China than China bought from Britain. Britain had to pay a lot of silver for these Chinese goods. In an attempt to stop losing silver, Britain illegally exported more and more opium to China from India. The opium trade took off quickly, and the silver flow began to reverse. In 1838, the Chinese emporer appointed Lin Zexu to ban opium trade. He seized opium from the British merchants and destroyed it in Hu Men. Source : Wikipedia : 1. When was opium first introduced to China? 400 A.D. 2. Give two reasons why the Chinese used opium. For medical purposes like killing pain and cure illness. For pleasure. th3. “Opium smoking was common in early 19-century China.” Give two pieces of evidence to support this statement. Addiction / Teacher’s copy / p.52 Opium import increased from 4570 chests in 1800 to 40200 chests in 1838. More and more silver was spent on buying opium from Britain. The Chinese emperor appointed Lin Zexu to ban opium again in 1838. 4. Use the data given in Source Two to draw a diagram. The diagram should show the amount of opium import from Britain to China between 1800 and 1838. Hints : Choose the type of diagram which shows change or trend best. : Give your diagram a title. : Label the vertical axis and horizontal axis. : Don’t forget unit of measurement. Opium import from Britain to China in early 19th century 50000 40000 30000 20000 No. of chests 10000 0 18001821183018351838 Year 5. Describe the trend of opium import from Britain to China as shown in the diagram you draw. Increases between 1800 and 1838 Slow increase between 1800 and 1821 Fast increase between 1821 and 1838 Addiction / Teacher’s copy / p.53 thE.2 Effects of opium smoking in 19-century China thKnowledge : The effects of opium smoking in 19-century China Skill : Logical thinking, synthesis, imagination thArticles about the effects of opium smoking on 19-century China A. “In the first instance, the use of opium was confined to the rich people, with whom it became an luxury.…… Its use has extended upwards to the officers and downward to the poor people, to travelers, to merchants, women, monks and nuns …… Now, every year we lose thirty million taels of silver to other countries. Besides, tens of millions of taels of silver are lost from other ports like Fujian, Zhejiang, Shandong, Tianjin as well. We waste our valuable money to fill the deep overseas hole and to import harmful substance. It is corrupting our country.” Source: Huang Jueci : Petition with Emperor Daoguang for serious measures to ban opium B. Seven out of ten soldiers were opium users. This was to say that 7000 out of 10000 soldiers were invalid. The result was not just devastating, it heralded defeat. Feng Zhanxun(an army officer) blamed the soldiers: “Many Cantonese and Fujianese soldiers smoked opium, there are even more among the officers. They are cowards and they have spoiled our operation.” Source: Zheng Yangwen : The Social Life of Opium in China C. “His poverty and distress are now extreme, though his appetite(for opium) grows stronger than ever - he is as a dead man. In this plight, he scrapes together a few copper cash, and hurries away to one of the smoking-house, to buy a little of the scrapings(of opium) from the pipe of another smokers.” Source : Chinese Repositories : Admonitory Pictures D. “I saw that eight little girls, ranging from seven to twelve years of age, were being placed in a cart ….. These children have been bought cheaply in Ta-t’ong Fu, by the man you see with them, who is going to sell them at Tai-ku for a higher price. This has become very frequent lately, and is what your opium doing.” Source : Royal Commission on opium Addiction / Teacher’s copy / p.54 th1. Read Source Four. Name three direct effects of opium smoking on early 19-century China. China lost money / silver to other countries Smokers suffered from bad health and weak body / Poverty There would be fewer and fewer able-bodied people to be soldier to protect the country. Broken family / parents sold their children 2. Besides the above direct effects, think of other possible bad indirect effects of opium smoking. In the space below, draw a flow chart to show how one effect may cause other effect(s). Marking scheme : Your diagram will get high mark if it: a. shows a lot of effects; b. shows effects on different aspects like people’s health, society, economy; c. shows how one direct effect may cause far-reaching indirect effects; and d. shows how one effect may cause different indirect effects, and how different effects may cause the same indirect effects Addiction / Teacher’s copy / p.55 FLOW CHART - THE DIRECT AND INDIRECT EFFECTS OF OPIUM SMKING ON thEARLY 19 - CENTURY CHINA Examples of direct and indirect effects: Quarrel among family members, people in debt, broken family because family members might be sold for opium, people lacked money to buy thing, slow development of industry, lack of able-bodied people to do farm work, food shortage, health problem, no money for studying, illiteracy, slow science and technology progress, losing war, paying money to other countries, bankruptcy. Rubric : Excellent - Good - Fair - Poor - 4 marks 3 marks 2 marks 1 mark a. , Give more than , Give 4 to 10 , Give 1 to 3 , No additional effects 10 additional additional and additional except the ones and reasonable reasonable effects and mentioned effects reasonable previously, OR effects , Effects given are trivial b. , Effect on more , Effect on one , Effects , Effects do not cover than one additional aspect, covering all of the following additional such as social / health, three aspects : health, aspect family / food defense and defense and economy supply economy c. , Give three levels , Give two levels , Give one level , No indirect effect is of indirect effect of indirect effect of indirect given effect d. , More than one , One example for , Either one , Neither example of example for each each of example of multiple-causes nor of multiple-causes multiple-causemultiple- effects multiple-causes and multiple- s or multiple- and multiple- effects effects effects Addiction / Teacher’s copy / p.56 E.3 Who should be responsible for the opium problem in early th19-century China? Knowledge : The role and responsibility of different parties in the opium problem in th19 century China Skill : Withhold premature judgment, defending & rethinking ideas Flag of the British East India Company The British East India Company(E.I.C.) was set up by a British royal charter, which granted it a monopoly over English trade with the East in 1600. From China, the E.I.C. bought tea, silk and porcelain and paid with silver. Over the next 100 years, as tea became a very popular drink in England, there was a fear that too much silver was flowing from Britain to China. Allowed by the British government, the E.I.C. took part in a triangular trade by smuggling opium (a highly addictive and illegal drug) from India into China. The E.I.C. grew opium in India. Although the Chinese government had banned opium smoking, and many British thought that opium smoking was immoral, the E.I.C. sold opium to Chinese merchants because of the big profit. After the E.I.C’s trade monopoly was abolished in 1834, more opium was exported to China by more European firms. A British opium factory in India Source : British Library : trading/comp/large7576.html The E.I.C. sold its opium to some licensed private firms. The private firms shipped the Addiction / Teacher’s copy / p.57 opium in heavily armed opium clippers to receiving ships staying off the coast of southern China. From these receiving ships the opium was transferred to boats called 'fast crabs' and 'scrambling dragons', crewed by Chinese pirates who took the opium to ports. The bribed Chinese officials allowed the opium to be unloaded. The gangsters and Triads smuggled opium to different places and ran opium dens where people smoked opium. Trading ships in thsoutheast Asia in 19 century Source : British Library : ng/histcitizen/trading/s tory/voyage/1earlyvoya ges.html The opium trade was important to the British. Much of the money earned by the E.I.C. went to the government of British India, then to the Britain as tax. Since early 1820s, British trade with China was in surplus, because the silver that China used to buy opium was much more than that the British used to buy tea and silk from China. Source : The British Library : Opium and the expansion of trade : To know more : You may visit the web site of British Library : # to try an interactive virtual voyage of the East India Company. Addiction / Teacher’s copy / p.58 THE ROLES AND RESPONSIBILITIES OF DIFFERENT PARTIES IN THE OPIUM PROBLEM thAs you have found previously, opium smoking caused many problems in China in the 19 century. It’s meaningful to discuss about the role and responsibility of different parties in this issue. Now imagine that there was a court studying the opium problem. Six parties (Column 1, the table below) were accused of causing the opium problem…… 1. Read Source Five. 2. Describe the role of the different parties in opium trade. Put your answer in Column 2 in the table below. 3. Form five groups. Each group choose to be any ONE of the six parties in Column 1 (Except the British Government). 4. Each group think about arguments to defend themselves. A speaker from the group presents the arguments to other groups in a one-minute speech. Please draft the speech before it is given to other groups. 5. All groups listen to other groups’ presentations. Put the defending arguments in Column 3. Challenge the defending arguments and put their accusing arguments in Column 4. Column 1: Column 2: Column 3: Column 4: Party involved Role Defending argument Accusing argument The British , The British Government granted , A government should increase the , The British Government should think government E.I.C. a monopoly over all English country’s income. about income as well as morals. trade, including opium, with the , We could do nothing about opium , If the British Government could grant East. trade outside Britain. E.I.C. a monopoly over British trade , Allowed the E.I.C. to export opium outside Britain, why couldn’t it stop to China. the E.I.C. from trading opium outside Addiction / Teacher’s copy / p.59 Britain? East India Company , Grew opium in India. , We sold the opium to other firms. We , It is immoral to sell opium if you , Sold opium to licensed firms who didn’t care what they used it for. know it is for abuse. transported opium to China. , Opium is a medicine, it is not , The Chinese did not need so much necessarily evil to grow and sell opium for curing diseases. Most of the opium. opium was abused. , To smoke or not to smoke opium is up , It is immoral to help people abuse to one’s decision. We didn’t force opium. Private firms , Bought opium from E.I.C. them to smoke opium. , Transported the opium to receiving ships staying off the coast of southern China Chinese officials , Some of them took bribe and , There was demand for opium in , An official should not do unlawful allowed opium to be unloaded in China. We just did them a favour. thing. Doing the addicted favour was the ports. , Even I didn’t allow the opium to be in fact hurting them. unloaded, other officers allowed. , It was wrong to assume other people would do the same thing as you did. Chinese pirates and , Transferred opium to ports with , To smoke or not to smoke opium is up , It was immoral to help people abuse gangsters boats called 'fast crabs' and to one’s decision. We didn’t force the opium. 'scrambling dragons' smokers to smoke opium. , One should obey law. , Took opium to different places. , I did this for my family members. , Doing unlawful thing was dangerous Addiction / Teacher’s copy / p.60 , Ran opium dens to your family members. Chinese opium , Paid for opium , I didn’t want to be addicted. I could , When there is a will, there is a way. smokers , Smoked opium not control myself because opium is You could have quitted smoking really addictive. opium if you decided to do so. , The evil merchants should not , The merchants were wrong did not introduce opium to me. They were mean you are right. wrong, I was not. Addiction / Teacher’s copy / p.61