Michael Stravato for The New York TimesLevi Draher, 16, with his mother, was declared clinically dead after a session of his choking game went awry.Go to related article »Overview | What is the “choking game”? What dangers and long-term consequences are associated with it and with other ways teens get high aside from using illegal drugs? In this lesson, students reflect on high-risk, readily available, often legal ways teens achieve a “high,” using stories, facts and statistics to make connections and learn the risks and dangers associated with these activities. Then they go further by making skits or public service announcements to warn classmates or younger students about these dangers.
Materials | Computers with Internet access, research resources, handouts, video, audio and/or multimedia equipment (optional)
Note to Teacher: Although the featured article focuses solely on the “choking game,” this lesson also includes legal substances used to achieve a “high” or euphoric feeling because they share one or more characteristics with the choking game, including these:
- Many teenagers typically believe these activities or substances are relatively safe compared to illegal drugs, yet are high-risk and can result in addiction, serious injury and/or death.
- Parents and teachers are often unaware of these activities.
- Most of these activities or substances are readily available and inexpensive.
For these reasons, we have included in this lesson over-the-counter cough medications; household inhalants such as glue, paint thinners or aerosols; gases like nitrous oxide, commonly called whippets; and prescription medications like OxyContin, Vicodin and Adderol, often taken for nonmedical use. Of course, you may wish to cover these situations separately and focus the lesson entirely on the choking game.
Warm-up | The day prior to teaching on this subject, have students complete this questionnaire (PDF) about ways to achieve a “high.” Explain that they should answer anonymously, but that you will collect their papers and compile their answers for a discussion the following day in class. Encourage them to be fully honest and thoughtful.
For the next day in class, choose sentences from students’ answers that represent a wide range of thoughts, experiences and opinions on the subject. Print out, display or read these aloud so that students can discuss their classmates’ responses. Remind students that comments are anonymous, and privacy of individual students should be respected.
Ask: Which statements do you think are true? Which do you think might be false or you are unsure about? Do you think there is an assumption that because something is medicine or because it is legal, it is not dangerous? What is the best way to prevent friends or younger siblings from trying these risky behaviors? Would learning about the risks impel you to avoid these activities? Why or why not? What can you do to get help for someone who is engaging in risky behavior to get high, and may even be addicted?
