1. Explain to the class that they are going to use their tools by role-playing some decision stories.[7] Ask the group to break up into groups of three, four, or five, depending on the size of the class. Size-of-group guidelines for each story are as follows:

    Story One: A minimum of three students, can accommodate four or five

    Story Two: Three students

    Story Three: Three students

    Story Four: A minimum of three students, can accommodate four or five

    Story Five: A minimum of three students, can accommodate four or five

    Story Six: A minimum of four students, can accommodate more

    Story Seven: Three students

  2. Distribute one of the seven decision stories from Student Handout 7.F to each of the groups. Instruct the students to read their story and decide who will take each individual part. Some of the roles involve exerting negative influence, and some of the roles involve resisting the influence and refusing alcohol or cannabis. In each role play, students are to demonstrate using some of the techniques they have learned. Give the students about 10 to 15 minutes to practise their stories. Each group has two to three minutes to present their role play.

  3. Have each team present their role play. After each individual skit, ask the class the following questions:
    • What benefits did the person applying the negative influence identify?
    • What techniques did you see used to refuse alcohol or cannabis?
    • Where there other options you can think of?

    Limit each discussion to two or three minutes.

  4. Once all of the groups have presented, wrap the session up by asking: What have you learned about standing up to negative influence from peers? Do you think that you will be able to use some of the techniques we've discussed in your real life?

  5. At the end of class, ask the students to bring in the alcohol advertisements they have collected over the past few weeks for the next class (see the instructions for Activity 7.8 of Learning Theme Three).

7. The ideas for personal goals in this learning theme are from the resource Making Decisions—Grade 7 (1999) and are used with the permission of Alcohol-Drug Education Service, Vancouver, BC.