Lesson_07th by PEPNet Presents

7th Grade Lessons:

Needed Materials and Preparations Lesson 7-1

* Worksheet: What I Like About Me (transparency and hard copies) Small jars, cups or empty yogurt cups Grapes, or bags of M&M's, jelly beans or similar items Overhead projector/Smart Board

Lesson 7-2

Video or DVD of a TV show or movie that illustrates friendship (one of the Harry Potter series, or Lord of the Rings Trilogy) TV/VCR or DVD player * Role-play scenario cards: Being a Friend * Worksheet: Wanted: A Friend * Poster: Wanted: A Friend

Lesson 7-3

Captioned video or DVD or a television show or movie that illustrates friendship, or a story or book TV/VCR or DVD player Blank index cards * Worksheet: D.A.R.E. Decision-Making Process

Lesson 7-4 Lesson 7-5

No materials are needed. * Mechanical Smoker * Video: Smoke Free TV * Journeyworks Publishing Pamphlets: How Tobacco Affects Your Body * Wrappers from cigarette packaging * Worksheet: Warning Label * Worksheet: Smoking in the Home

Lesson 7-6

* Worksheet: Interview with a Smoker Contact your local chapter of the American Cancer Society if you need a guest speaker who is a smoker or former smoker Prepare a script for students who seek to interview smokers or former smokers

Lesson 7-7

* Tobacco advertising samples (provided on CD) * Worksheet: Why Do We Do What We Do?

* These materials are included in the supply kit that accompanies

this curriculum, or in the case of handouts and worksheets, as PDF files on the accompanying CD. The PDF format should allow you to print the files directly from computer to printer, or you can print a single copy and make duplicates for your class.

7th Grade Lessons Materials List

Lesson 7-1

What is Self-Esteem? Introduction: This lesson introduces students to the concept of self-esteem, and asks them to consider how self-esteem issues relate to behavior and decision-making.

Lesson Objectives: By the end of Lesson 7-1, students should be able to: W

Define self-esteem as the feelings they have about themselves

Identify characteristics they like about themselves

List factors that can affect self-esteem

Identify ways that self-esteem affects decision-making

Identify ways to boost self-esteem

Materials: W

Worksheet: "What I Like About Me"

Small jars, cups or empty yogurt cups

Grapes, or bags of M&M's, jelly beans or similar items

Overhead transparency/Smart Board

Key Terms: character traits: aspects of personality or individual attributes that students use to describe themselves, e.g., friendly, a fast learner, well-organized, someone with a sense of humor, trustworthy, a good friend.

self-esteem: oneâ&#x20AC;&#x2122;s sense of confidence and satisfaction in oneself; self-respect.

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skills: particular abilities or talents that students may have, or particular activities that they enjoy.

decision-making: the processes used in making a choice, especially with regard to behavioral choices.

Page 7.1.1

Lesson 7-1: What

is Self-Esteem?

Procedures: 1.

Use an overhead projector or Smart Board to display the worksheet, "What I Like About Me" (or write the following “jar headings” on the board). Distribute hard copies of the worksheet to students and ask them to identify the parts of

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themselves that they really like, including:

Skills: Abilities, talents, or particular activities you enjoy. Examples: Good on the computer; Like math and science; Enjoy dancing; Play basketball; Can draw well; Acts in school plays.

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W Character Traits: Terms you use to describe yourself, or how others describe you. Examples: Nice person; Good sense of humor; Friendly; Cool; Fast learner; L71_FamilyFriendsJar

Hard-working. W Family & Friends: People who love you, people whom you love, people whom you can trust. Examples: Love my mom; Family loves me a lot; Favorite aunt; Cool brothers and sisters; Good group of friends; Caring L71_AccomplishmentsJar

teacher; Best friend. W Accomplishments: Achievements of which you are proud, or which you enjoy. Examples: Earned an “A” in Science; Made the baseball team; Finished my chores; Was elected Class President; Knitted a sweater; Finished a model car kit. L71_PhysicalJar

W Physical Traits: Aspects of your appearance or physical self that you like. Examples: Tall; Nice smile; Curly hair; Athletic; Graceful; Skilled hands. W Other: Any other aspect of one’s self that one is proud of, or enjoys.

Page 7.1.2

Lesson 7-1:

What is Self-Esteem?

Procedures (continued) 2.

Ask students to complete the worksheet, listing what they like about themselves. Explain that the jars represent different parts of themselves. Ask them to “fill” these jars with items that make them feel good about themselves. Encourage students to come up with other jar labels (examples: hobbies, places where I feel special, etc.). Ask students to think about and include the parts of being a Deaf person that they enjoy or admire.

Teacher’s Note: As an alternative, you may want to conduct this as a group exercise. You might ask the class to assemble a “class-level” self-esteem inventory. Be prepared to prompt for positive characteristics, especially in situations where self-esteem may be low.

Distribute jars or cups to students. Ask students to take one M&M or Jelly Bean for each item on their list and put the candies into their jar or cup. (You may use alternate materials if jars and candies are not available.)

Ask students to review their lists and think about how this list makes them feel. Allow students to read their lists to the class. Encourage students to add to their list if they think of other traits, characteristics, experiences or people that shape how they feel about themselves.

Have students discuss their inventories, and how they relate to self-esteem.

Ask students: How would you feel if you had no M&Ms or jelly beans in your jar, or no items written on the worksheet? How would you feel if

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you had 50 items written down? Define this feeling as self-esteem. Explain that people who are able to recognize good things about themselves have high self-esteem. People who are not able to recognize these good things about themselves have low self-esteem. Self-esteem is how we feel about ourselves.

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Have students discuss the relationship between self-esteem and behaviors. Explain that self-esteem is an important factor in the decisions people make.

Ask students: Imagine a person who is good at playing basketball, and who plays on the basketball team. What kind of decisions do you think this person would make when it comes to behaviors like getting plenty of sleep? choosing the types of foods they eat? drinking? smoking? or going to parties? L71_BBall1

Page 7.1.3

Lesson 7-1:

What is Self-Esteem?

Procedures (continued) Imagine a person who feels that they have no friends, or feels that they can do nothing well. What kind of decisions do you think that person will make when it comes to behaviors like joining clubs or getting together with others? trying new activities? doing things they think will impress other people, like

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drinking, smoking or partying? How might people with high self-esteem act differently than people with low self-esteem? In what ways do you

Teacherâ&#x20AC;&#x2122;s Note: Be prepared to discuss that people often act in unexpected ways. For example, a person who starts for the schoolâ&#x20AC;&#x2122;s basketball team might be more careful to stay healthy and well-rested, and thus avoid behaviors such as drinking, drug use or smoking that might affect their performance. On the other hand, a basketball player who is a star athlete at school, popular and the center of attention, may feel bolder about doing things such as drinking, smoking, or partying.

think your own self-esteem affects decisions that you make?

Help students recognize more skills and strengths to add to their list. Have them consider their regular daily activities and things they enjoy doing.

Journal Exercise:

Teacherâ&#x20AC;&#x2122;s Note: Be prepared to discuss, for example, that people who feel inferior, unliked, or without friends, may do things to try to impress others or to look cool, such as drinking and smoking. They may turn to drugs, alcohol, or tobacco to deal with their loneliness or unhappiness.

What do you like about yourself? Which of these characteristics is your favorite and why?

Page 7.1.4

Lesson 7-1 Worksheet: What I Like About Me!

Name __________________________________

What I Like About Me! In the jar below, list the things you like about yourself. Include your skills, your hobbies, your friendships, your appearance, people you love, people who love you, and anything else you enjoy about yourself! Placed in your jar, they make up who you are! L71_SelfEsteem_small

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My Self-Esteem Jar _________________________________________ _________________________________________ _________________________________________

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_________________________________________ _________________________________________ L71_FamilyFriendsJar

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Lesson 7-2

Friendship and Self-Esteem Introduction: The previous lesson explored how self-esteem often factors into behavioral choices and decision-making. In this lesson, students are asked to consider the relationship between self-esteem and friendship, and how “being a good friend” can also affect one’s decisions and behaviors.

Lesson Objectives: By the end of Lesson 7-2, students should be able to: W

Identify characteristics of a friend

Identify strategies for making friends

List ways that friendships can affect self-esteem

Explore the complexities of friendship and decision-making

Materials: W

Captioned video or DVD of a television show or movie that illustrates friendship.

TV/VCR or DVD player

Role-play scenario cards: “Being a Friend”

Homework Worksheet: “Wanted: A Friend”

Homework Poster: “Wanted: A Friend”

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Key Terms: caring: a characteristic of friendship; showing thoughtful concern for another.

loyalty: a characteristic of friendship; showing fidelity or allegiance to another.

friend: differentiated by degree, e.g., “good friend” versus “casual friend” versus “acquaintance”; characteristics of a “good friend” versus a “bad friend.”

reliability: a characteristic of friendship; dependable; one who can be relied on for help, care, companionship, etc.

friendship: the characteristics that describe the state of being friends, and the sometimes complex and contradictory interactions of these characteristics that can shape one’s behaviors or decisions.

supportive: a characteristic of friendship; being an advocate for, or backer of, another. sympathetic: a characteristic of friendship; showing compassion, empathy, or favorable inclination to another.

Page 7.2.1

Lesson 7-2: Friendship

& Self-Esteem?

Procedures: 1.

Show a portion of a videotape of a television program or movie that the class is familiar with. Have the class discuss how the program illustrates friendship.

Ask students: Who are friends on the show? How do you know they are friends? Do they always treat each other well? Do they sometimes get angry with each other? What happens? How is the relationship between the friends different from the relationship they have with others around them, such as family members, casual acquaintances, or strangers?

Ask students to describe the characteristics of a friend based on their own experiences with friends. As students suggest characteristics, write them on an overhead projector or Smart Board. Ask the students to discuss how many of the characteristics they saw exhibited in the video/DVD. Ask students to identify how their own friendships are different from, or similar to, the friendships portrayed in the television show. Ask the students to describe the basis of their own friendships. L72_cookies

Have students discuss the relationship between friendship and self-esteem.

Teacher’s Note: Several examples can be suggested for discussion:

Ask students: How do friendships affect the way you feel about yourself? How do you think friends might affect your own behavior, or decisions you might make? What about someone who

W If you have good friends, you may be less likely to worry about what others might say about you. W Some people feel they need to impress others to make friends. This may lead them to undertake risky or other behaviors that make them look “cool.” W Good friends may encourage you to do better or study harder in school, but they can also encourage you to take part in behaviors you otherwise might not try.

feels they don’t have any friends? How do you think that person would feel about himself or herself? How do you think that might affect the way that person behaves?

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Page 7.2.2

Lesson 7-2:

Friendship & Self-Esteem?

Procedures (continued) 4.

Have students discuss how they make friends. Ask your students to imagine that they have just moved to a new school where they do not know anyone. Ask your students to identify strategies they could use to make friends in their new school. Write these ideas on the board. If needed, suggest the following prompts: W

start a conversation

ask a question

give a compliment

join a club or group (meeting someone with similar interests is a good way to make a friend)

offer to help someone, let them know you want to be friends

get involved in a project

Divide the class into pairs and ask them to role play using the Being A Friend role-play scenarios. For each pair of students, designate one as Person #1 and the other as Person #2. Take one pair of role-play scenario cards and hand the first to Person #1 and the second to Person #2. Ask your students, as they role-play, to play either good friends or people who are not acting as good friends.

Situation #1: Person #1: You and your friend were planning to hang out together this evening. But now you want to go to a party with some of the most popular people at school. You know your friend is not invited. Person #2: You and your friend have planned to hang out with each other this evening.

Teacher’s Note: The object of these exercises is to demonstrate ways in which friends can show loyalty, reliability, sympathy, support and caring towards friends. Your students may ask questions about what happens when these values conflict. For example, loyalty and trustworthiness might conflict with caring in the situation where you discover a friend has been using drugs, or is smoking. These conflicts lead to difficult decisions and choices (“Do I talk to my friend? Do I tell him to stop? Do I tell anyone else—a friend, a teacher, his parents?”). Encourage your students to pose these types of questions as they work through these role plays.

Situation #2: Person #1: You have promised to help your friend study for tomorrow’s math test, but someone else has just invited you to see a movie instead. Person #2: You need help to pass tomorrow’s math test. Your friend has promised to help you study, but he wants to go see a movie with another friend instead.

Situation #3: Person #1: You are at the mall with your friend. You see them shoplift a small item. Person #2: You are at the mall with your friend. You shoplift a small item at the store. You tell your friend not to tell anyone, and then you dare them to shoplift something too.

Page 7.2.3

Lesson 7-2:

Friendship & Self-Esteem?

Procedures (continued) Situation #4: Person #1: You have been smoking after school behind the gym with some of your friends the past several weeks. Person #2 is your good friend who does not smoke, and who doesn’t hang out with your smoking friends. Person #2: Person #1 is your good friend who has been smoking recently with a new group of smoking buddies. Your friend’s mother has been asking you if something different has been going on with her child.

Situation #5: Person #1: You smoke marijuana at your house after school when your parents are away at work. Person #2: You are Person #1’s good friend, and don’t think she/he should be smoking marijuana. If fact, you think you should tell an adult about Person #1’s marijuana use. Have students discuss how these situations demonstrate loyalty, reliability, sympathy, support and caring towards friends. Discuss where (and why) these are not present. Illustrate from the role-playing situations where these values are in conflict.

Have students consider the complexities involved in being a good friend. Now that they have seen how good friends and people who are not friends act, do they think it is always easy to be a good friend? Are there times when being a good friend means making friends angry or upset? What happens to friendship when this occurs?

Ask students to discuss how being Deaf influences their friendships. How easy is it to make friends with another person who is Deaf? How about with a friend who is hearing? How many of your students have friends who are Deaf? How many have friends who are hearing? Are friendships with Deaf friends different from those with hearing friends? In what ways? In what ways are they the same?

Homework: Have students complete the “Wanted: A Friend” Worksheet. OR Have students draw a “Wanted: A Friend” poster.

Journal Exercise: What characteristics do you like the most about your best friend? What characteristics do you think you offer to your own friends?

Page 7.2.4

Lesson 7-2 Poster: Wanted: A Friend!

Name __________________________________

Poster: Wanted: A Friend! L72_Friends_small

Instructions: Create a poster for the theme “Wanted: A Friend” that illustrates the characteristics you seek most in friendship. You may use this sheet, or a larger piece of paper if you’d like. Feel free to explore different techniques— drawing, painting, collage using magazine pictures or found objects, mosaic— be creative!

Lesson 7-2 Role Plays: Being a Friend

Role Play Cards

Being a Friend Instructions: Cut out the following role-play scenarios. For each scenario, select a pair of students and hand one role to each student. You may encourage students to play the roles of “good friends” or “not so good friends”—that is, ask them to respond to each other as they believe ideal friends would behave, or as someone who does not necessarily have the others’ best interests at heart.

! Friendship and Self-Esteem Role-Play Scenario #1 Person #1 You and your friend were planning to hang out together this evening. But now you want to go to a party with some of the most popular people at school. You know your friend is not invited. L72_RolePlay1

Friendship and Self-Esteem Role-Play Scenario #1 Person #2 You and your friend have planned to hang out with each other this evening.

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Lesson 7-2 Role Plays: Being a Friend

Role Play Cards

Being a Friend

Friendship and Self-Esteem Role-Play Scenario #2 Person #1 You have promised to help your friend study for tomorrowâ&#x20AC;&#x2122;s math test, but someone else has just invited you to see a movie instead.

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Friendship and Self-Esteem Role-Play Scenario #2 Person #2 You need help to pass tomorrowâ&#x20AC;&#x2122;s math test. Your friend has promised to help you study, but he wants to go see a movie with another friend instead.

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Friendship and Self-Esteem Role-Play Scenario #3 Person #1 You are at the mall with your friend. You see them shoplift a small item.

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Friendship and Self-Esteem Role-Play Scenario #3 Person #2 You are at the mall with your friend. You shoplift a small item at the store. You tell your friend not to tell anyone, and then you dare them to shoplift something too.

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Lesson 7-2 Role Plays: Being a Friend

Role Play Cards

Being a Friend

Friendship and Self-Esteem Role-Play Scenario #4 Person #1 You have been smoking after school behind the gym with some of your friends the past several weeks. Person #2 is your good friend who does not smoke, and who doesn’t hang out with your smoking friends.

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Friendship and Self-Esteem Role-Play Scenario #4 Person #2 Person #1 is your good friend who has been smoking recently with a new group of buddies. Your friend’s mother has asked you if something different has been going on with her child.

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Friendship and Self-Esteem Role-Play Scenario #5 Person #1 You smoke marijuana at your house after school when your parents are away at work.

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Friendship and Self-Esteem Role-Play Scenario #5 Person #2 You are Person #1’s good friend, and don't think she/he should be smoking marijuana. If fact, you think you should tell an adult about Person #1’s marijuana use. L72_RolePlay5

Lesson 7-2 Worksheet: Wanted: A Friend!

Name __________________________________

Wanted: A Friend! Instructions: What are the qualities you seek in a friend? What qualities must someone have to be a good friend? Write your answers in the spaces below. You can use some of the qualities shown below. Then add your own!

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__________________________________________________________ __________________________________________________________

“Loyal and kind”

________________________________________________

“Good listener”

_________________________________________________________________ _________________________________________________________________

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_________________________________________________________________

“Helpful and caring”

________________________________________________________________ L72_skateboard

_________________________________________________________ _________________________________________________________ ________________________________________________________ L72_videogame

________________________________________________________

“Fun to be with”

_________________________________________________________________________

“Adventurous”

_________________________________________________________________________ L72_minigolf

__________________________________________________________

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________________________________________________________ ________________________________________________________ ________________________________________________________

“Patient and understanding”

“Reliable and trustworthy”

Lesson 7-3

Decision-Making Introduction: This lesson provides students with a structured set of tasks to undertake in making decisions. The goal is to encourage students to use a conscious decision-making process when confronted with behavioral choices.

Lesson Objectives:

Teacherâ&#x20AC;&#x2122;s Note:

By the end of Lesson 7-3, students should be able to: W

Identify and describe difficult decisions they have made

Describe the process they used to make decisions

Learn the D.A.R.E. Decision Making Process

Apply the D.A.R.E. Decision Making Process to a decision

Apply the D.A.R.E. Decision-Making Process to smoking

ÂŠ1996 D.A.R.E. America

Materials: W

Captioned video or DVD of a television show or movie that illustrates friendship, or alternatively, a story or book

Index cards

Worksheet: D.A.R.E. Decision-Making Process

This lesson uses the decision-making model of the Drug Abuse Resistance Education (D.A.R.E.) program, the pioneer prevention effort established in 1983. Given the widespread use of D.A.R.E. programming in the elementary grades, it is likely that your students will have been previously exposed to the D.A.R.E. decisionmaking model. If not, the concepts underlying the model are relatively straightforward and are reviewed in the curriculum.

Key Terms: D.A.R.E. Decision-Making ProcessÂŠ1996: A series of steps taught to youth to help them define important decisions and analyze the options and consequences involved in each decisional choice. The components of the D.A.R.E. process are as follows:

(D) define the decision: What is the decision to be made? What are the issues? Do you understand them? (A) assess: What options are being considered for the decision? What are the consequences of each of the different options, for yourself as well as others around you? (R) respond: Choose which option is the safest for you, or has the most favorable impact. (E) evaluate: How good was the decision that was made? What were the impacts?

Page 7.3.1

Lesson 7-3:

Decision Making

Procedures: 1.

Ask your students to explain what a decision is.

Ask students: What do we mean when we say we made a decision, or we have a decision to make?

Ask your students for examples of decisions. Write these on the board. Points to make: There are many different kinds of decisions. Some may be important while others are relatively unimportant. Some decisions may affect relationships (with parents, friends or others); some may affect our future (such as

L73Decisions

the decisions to study harder, to use alcohol, tobacco or drugs, or to quit school). Some decisions are private and some are public. Some decisions require a great deal more thought than others.

Teacherâ&#x20AC;&#x2122;s Note: It is likely that most of the decisions suggested by the students will be fairly insignificant onesâ&#x20AC;&#x201D; What should I bring in my lunch today? Which pair of pants should I wear? Should I do my homework or play video games for awhile? Be prepared to point out that while many of the most important decisions in their lives (where they go to school, where they live, etc.) may be made by their parents or others, there are still a number of important decisions that they themselves make that often affect their relationships or their futures.

Give each student an index card. On the front, ask them to write down an important decision that they have made. On the back, ask them to write brief statements about how they came to their decision. They will be asked to share this decision with their classmates.

Ask students to share what they have written with the class. Ask each student to explain: W

What decision they had to make

Why the decision was important

Who was affected by the decision

What they considered in making the decision

How the final decision was made

Page 7.3.2

Lesson 7-3: Decision

Making

Procedures (continued) 5.

Hand out the D.A.R.E. Decision-Making Process worksheet. Explain that making a decision can be easier if you have a plan. The D.A.R.E. process is a way to plan for making decisions. Any time a decision needs to be made, the D.A.R.E. process can be used. Use a decision relating to smoking or other drug use to describe the four-step process. Complete the worksheet with your class to illustrate the process. W

Define the decision to be made. Be as specific as possible. For example:

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A friend has whispered to you that he has brought some cigarettes to school, and suggests that you and he try them behind the gym. You aren't interested, but you know the school wants you to tell a teacher if you hear any information about cigarettes, drugs or weapons on campus. What decisions do you have to make? Point out that the decision isn't simply, “Yes, I will smoke with my friend” or “No I will not.” Rather, there are several decisions: “Should I smoke with my friend or not? Should I tell him smoking is against the rules? Should I tell him he shouldn't be smoking because it is bad for his health? Should I tell a teacher?” W

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Assess the options and consequences of each choice. What are the options that are involved in the decision? For example: i

I can go with my friend and smoke a cigarette behind the gym.

I can go with my friend, but refuse to smoke the cigarette.

I can try to convince my friend to get rid of the cigarette.

I can refuse to go with my friend.

I can tell a teacher about my friend's plan to

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smoke the cigarette.

Page 7.3.3

Lesson 7-3: Decision

Making

Procedures (continued) Each option may have several consequences: For example: i

I can go with my friend, but refuse to smoke the cigarette. Consequences:

My friend will be happy that I am going with him.

My friend may think I'm a coward if I don't smoke.

My friend may convince me to smoke even though I don't really want to.

We may get caught.

My other friends might find out.

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Respond by choosing what you feel is the best option.

Evaluate your choice. Did your choice have the consequences you thought it would? Do you think you could have made a better decision?

Using the following scenarios, ask students to form groups of two or three. Give each group ten minutes to apply the D.A.R.E. process to one of the decisions. Have each group select one spokesperson

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to explain to the class how the group made its decision. It will be important to emphasize use of the D.A.R.E. process. Check to see that students understand the appropriate steps.

Teacherâ&#x20AC;&#x2122;s Note:

Scenario #1: Terry has asked you to smoke a cigarette with him after school today.

Scenario #2: You are at your friend's house, and her parents are away for the afternoon. She asks if you want to try some beer.

When discussing consequences with your students, make sure that they understand that consequences can be positive (a good thing) as well as negative (a bad thing).

Scenario #3: You and a friend planned to go see a movie together this afternoon, but another person you like has asked you to go to the park to play basketball.

Scenario #4: You have a group project to do in school, for which you are supposed to find a partner. You want to work with your friend, but another student approaches you and asks you to be her partner.

Page 7.3.4

Lesson 7-3: Decision

Making

Procedures (continued) Scenario #5: You have a test tomorrow that you haven't really started studying for, and a friend asks you if you want to spend the afternoon watching a DVD instead.

Journal Exercise: Go back to the decision you wrote on your index card. Would your decision have been the same if you had used the D.A.R.E. process? Why or why not?

Page 7.3.5

Lesson 7-3 Worksheet: The D.A.R.E. Decision-Making Process

Name __________________________________

Decisions, Decisions! The D.A.R.E. Decision-Making Process Worksheet

Instructions: Making decisions can be easier if you have a plan. Use this worksheet to help Justin and Marie make some decisions about using tobacco. Once you’ve completed the worksheet, think about important decisions you’ve had to make, and how you would think about them now. Justin and Marie, a brother and sister, have just moved to a new town and will be attending a Deaf school for the first time. They are both worried about making new friends. They are also nervous because this is the first time that they will be attending a school where everyone signs. Justin has heard that his new school is holding tryouts for the baseball team this afternoon. “I’ve always liked baseball,” he thought. “Maybe I can make some new friends if I try out for the team.” At the tryouts, Justin meets several older boys who are already on the team. They are friendly, and the group starts to chat as they walk to a distant corner of the field. One of the boys pulls out a small tin can, opens it and passes it around. Justin watches as the boys take a pinch of something from the can and place it in their mouths between their cheek and gums. “What’s that?” Justin asks. “Oh, it’s just chewing tobacco,” one of the boys answers. “We like to chew during practice. It’s like a little energy boost.” As the boys continue to chat, Justin can see little brown pieces of tobacco on their teeth, and their breath smells bad. Marie has met several new girls in class, and that afternoon she sees them walk behind the gym to share a cigarette. They notice Marie and wave her over, and offer her a puff on the cigarette. One of the girls says, “We’ll be going over to my house after school. No one’s home so we have the house to ourselves. Wanna come along?” Justin and Marie don’t know what to think of their situation. Justin would like to make new friends and be a part of the baseball team. Maybe the other boys would accept him as part of the team if he chewed tobacco with them. Justin knows he doesn’t want to smoke, but chewing tobacco doesn’t look so bad. Marie likes the new girls she has met. They are friendly. And although she knows smoking is bad for you, it doesn’t look that bad when her friends do it. What decisions do Justin and Marie have to make?

Fill out the D.A.R.E. steps on the following page.

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Lesson 7-4

Decision-Making, Tobacco and Other Substance Use Introduction: This lesson draws on the prior three lessons to illustrate the roles that self-esteem, friends and peers play in the decision to smoke or not.

Lesson Objectives: By the end of Lesson 7-4, students should be able to: W

Identify the characteristics of smoking (age at first use, age at addiction, reasons for smoking, smoking with whom, proportion of youth who smoke) that make tobacco use a relevant issue for students their age

Identify the role of self-esteem in the decision to engage in behaviors such as smoking

Identify the role of friends in the decision to smoke or not

Key Terms: addict: One who has an addiction. addiction: Extreme physiological and psychological dependence on a substance such as tobacco, alcohol or other drug, that has progressed beyond voluntary control. People who are addicted often feel sick when they stop using this substance.

Page 7.4.1

Lesson 7-4:

Decision Making, Tobacco and Other Substance Use

Procedures: 1.

Ask students the following questions. W

How many of you know an adult who smokes?

How many of you know someone who smokes but would like to quit?

How many of you know someone who has tried to quit smoking, but found that they could not stop?

Teacherâ&#x20AC;&#x2122;s Note: If anyone seems uncomfortable answering, tell them that they do not need to mention any names. The purpose of the discussion is to make students aware that they are at an age of high risk for both smoking initiation AND addiction.

How many of you know someone your age who has tried smoking a cigarette?

How many of you know someone your age who smokes but would like to quit?

How many of you know someone your age who has tried to quit smoking, but found that they could not stop?

If any students raise their hands, ask them to think about the people they know who smoke cigarettes: W

Do they know how old that person was when he or she started smoking?

Do they have any idea why that person started smoking?

Do they have any idea how that person started smoking? (e.g., whom they were with, where they were, where they got the cigarettes?)

Write the following headings on the board: Reason for starting and How starting occurred. Whether or not students volunteer information from their personal experience, now ask the following questions, recording responses on the board: W

If you had to guess why people start smoking, what would you guess?

If you had to guess how people start smoking, what would you guess?

As students offer answers, guide the discussion along the following themes: Perceptions of smoking: Smoking is often viewed by young people as a way to appear mature, to cope with stress or depression, to bond with friends and peers, or to display independence and risk-taking. Note that young people can have these perceptions regardless of whether they've ever tried smoking or not. L74_coolguy

Page 7.4.2

Lesson 7-4:

Decision Making, Tobacco and Other Substance Use

Procedures (continued) Environmental circumstances: People are much more likely to start smoking if their parents smoke; if their older brothers or sisters smoke; and if their best friends smoke. Most initial smoking among adolescents occurs in the presence of friends. There are also perceived environmental norms (e.g., “Everyone smokes!” etc.). If you believe that everyone around you smokes, you are more likely to try smoking yourself. Experimental smoking:

L74_environment

A stage of repeated but irregular smoking, during which the behavior may be socially reinforced (smoking at parties, after school, etc.). People who are experimenting with smoking often do not see themselves as smokers. They will often say, “I only smoke a little, how much harm can I be doing?” And they often add, “Sure I smoke at parties or a little bit with friends, but it’s not like I’m L74_partypeerpress

addicted or anything.” Unfortunately, most people who smoke regularly started smoking

while saying those same words. And the fact is, smoking, even just a little, can cause important health damage, even to a young person. And tobacco use can be so addictive, that people get hooked before they know it. Explain that smoking most often begins when people are young. The reasons people give for starting to smoke most often have to do with those around them (e.g., smoking among family members, friends or peers); with the sense of self that they believe smoking confers (e.g., makes them feel mature, makes them look cool, helps them deal with stress, makes them feel independent or rebellious, etc.); and social reinforcement (e.g., smoking at parties or with friends).

Write the following headings on the board: Age for starting smoking and Age of addiction Ask your students the following questions, recording their answers on the board: W

Teacher’s Note: Many of the following facts use proportions. Make sure your students understand the meaning of phrases such as “8 out of every 10 people.”

If you had to guess the age at which most adult smokers started smoking, what age would you say?

If you had to guess at what age most people become addicted to smoking, what age would you say?

Page 7.4.3

Lesson 7-4:

Decision Making, Tobacco and Other Substance Use

Procedures (continued) After you have written the students’ various estimates on the board, explain the following facts: W

Smoking starts at a young age. More than 8 out of every 10 adult smokers say they started smoking before the age of 18.

Most smoking starts in the 6th or 7th grade. The peak time at which smoking starts—that is, when people try their first cigarette—is between the 6th and 7th grades, or between the ages of 11 and 12. (Write these ages alongside the estimates listed on the board and circle.) Discuss with the class the differences or similarities between these facts and their estimates.

Scientists who study smoking say that about one out of four teenagers had smoked at least one whole cigarette before age 13, and that by the end of high school, about six out of every ten students have tried smoking.

Many of those who “just try” smoking go on to become regular, daily smokers. More than one out of every three young people who ever try smoking a cigarette become regular, daily smokers before leaving high school.

Each day in this country, more than 4,000 young people try their first cigarette. And each day, another 2,000 teens under the age of 18 become regular, daily smokers.

Key Points for Students: W

The reason why we start talking about smoking and tobacco use NOW, is that you are at the age when most smoking starts. You are at the age when most young people try their first cigarette.

Second, although kids express many different reasons for starting to smoke, once they’ve become addicted, the main reason for continuing to smoke is because they find it difficult to stop. So someone may start smoking because they think it makes them look cool, or because it's something their friends like to do at parties or after school. But once they’re addicted, the reasons they smoke are less about looking cool or fitting in, and more about having to—because they're addicted.

Teacher’s Note: This is the first time the concept of addiction is being introduced to the students. While the process of addiction is covered in more detail in the older grades, you may need to explain the concept briefly to your students. Draw on analogous situations with which they may be familiar (e.g., I'm addicted to pizza), but take care to emphasize that tobacco and other substance addiction involves physical addiction—where a person feels nauseous, irritable, dizzy, anxious, or a host of other unpleasant physical symptoms if they cannot smoke a cigarette, drink an alcoholic drink, or use a drug to which they’ve become addicted.

Page 7.4.4

Lesson 7-4:

Decision Making, Tobacco and Other Substance Use

Procedures (continued) 5.

Ask your students: W

So why is this so dangerous? What do you think most kids are thinking when they try a cigarette?

Do kids think about what the cigarette is doing to their body?

Do kids worry that they will become “addicted” to smoking— that is, they will be unable to stop even if they want to?

Do you think they think that by trying just one cigarette, they will grow up to become a smoker?

Follow any discussion with the following facts: W

Cigarettes can quickly become addicting. Cigarettes can become powerfully addicting in a very short period of time. This means that a person may find it very difficult to stop smoking even if they no longer want to smoke. Young people who start experimenting with smoking may experience the symptoms of addiction—

Valuable Resource: Other facts and figures regarding smoking and young people can be found at: http://tobaccofreekids.org/research/ factsheets/index.php

such as strong urges to smoke, or feeling anxious or irritable if they aren't smoking—within only weeks or even days after smoking first begins. W

Tobacco addiction is a serious problem, even among young people. How important is this for young people like you? Approximately one out of every ten 8th graders is a current smoker. By high school, nearly three out of every four regular smokers have already tried to quit smoking, and failed.

Most smokers never intended to become smokers. If you ask a high school student who smokes every day if they think they will still be smoking in five years, almost all of them say no. But if you talk to them again when they are adults, most will still be smoking.

The younger you start to smoke, the greater the danger. The younger you start to smoke, the greater the risk of getting lung cancer and other smoking-related health problems when you are an adult. About 1 out of 3 young people who become regular smokers before they graduate from high school will eventually die from a disease related to smoking.

Page 7.4.5

Lesson 7-4:

Decision Making, Tobacco and Other Substance Use

Procedures (continued)

L74_cartoon

Journal: Ask students to consider the following statement: â&#x20AC;&#x153;The earlier a young person first tries smoking, the more likely they will become a regular smoker who is addicted.â&#x20AC;? How do your students think that this statement relates to them as young people?

Page 7.4.6

Lesson 7-5

Tobacco: What Is It, and What Does It Do? Introduction: This lesson introduces some of the physical consequences of tobacco use and addiction. The lesson assumes students will have some rudimentary knowledge of physiology and anatomy (e.g., the function of the lungs, the circulatory system, familiarity with body organs such as the bladder, kidneys, etc.).

Lesson Objectives: By the end of Lesson 7-5, students should be able to: W

Define and identify types of tobacco use

Identify health effects of smoking on the body

Identify healthy alternatives to smoking

Create a warning label for cigarette packs

Materials: W

Mechanical Smoker demonstration

Video: Smoke Free TV

Journeyworks Publishing Pamphlet: How Tobacco Affects Your Body

Four wrappers from cigarette packaging (Supplied in Teacher’s Kit)

Homework: Warning Label Worksheet

Homework: Smoking in the Home Worksheet

Key Terms: circulatory system: The heart and the network of arteries and veins that pump and carry oxygenated blood to the body's tissues, and transport carbon dioxide wastes from the body. nicotine: The active ingredient in tobacco products that is the chief cause of physical addiction through its effects on brain chemistry.

tar: “Tar” is the term given to the chemical residues left in the lungs as a result of smoking. These residues are irritants to lung tissue, can damage the cell structures responsible for ridding the lungs of dirt and germs, and are the chief cause of cellular damage that leads to diseases such as chronic bronchitis, emphysema and lung cancer.

respiratory system: The lungs and airways leading to them in the body that are responsible for oxygen intake and the expelling of carbon dioxide wastes.

tobacco: Refers to manufactured products of tobacco, including cigarettes, cigars, smokeless (or chewing) tobacco, pipe tobacco, bidis, kretek and others.

Page 7.5.1

Lesson 7-5: What

is Tobacco?

Procedures: 1.

Ask students: What is smoking, and how does it affect your health? Use the Mechanical Smoker machine to show the mechanics of smoking, and to demonstrate the build-up of smoking residue on the lungs. Point out the residue on the inside of the machine, and explain how inhaling cigarette smoke into the lungs leaves this residue behind. This residue contains chemicals, including tar and nicotine that cause both health effects AND addiction. Show students pictures of the lungs from smokers versus those from a healthy non-smoker. Ask them to describe the differences they see. A healthy lung normally has a smooth surface. Compare the healthy lung with this diseased lung of a smoker. This lung shows lung cancer, the grayish-white bumps on the lung.

L75_HealthyLung

L75_LungCancer

Have your students discuss what they know about the effects of smoking on the body. Encourage them to tell as much as they know, including the body parts/organs affected, as well as the illnesses that result (examples: lungs/lung cancer; heart/coronary heart disease; high blood pressure; stroke; etc.) Write the heading Smoking Cigarettes on the board. Underneath, write a list of the students' responses.

Using the video, Smoke Free TV, ask the students to find: W

at least three consequences of tobacco use listed in the video;

the different ways in which tobacco is used; and

healthy alternatives to smoking.

After the video, ask the students to list the different types of tobacco use they saw (e.g., cigarettes, chewing tobacco, cigars, pipes, bidis, kreteks, etc.).

Page 7.5.2

Lesson 7-5:

Procedures (continued)

What is Tobacco? Teacher’s Note:

Review with the class some of the health consequences of

The following are only some of the many consequences of smoking. They have been simplified here for the purposes of this discussion. You may want to coordinate these lessons with Biology or Science lessons.

smoking that were mentioned in the video. As you review, have the students make notes on their Health Impacts of Smoking Charts, or fill out the form on an overhead or Smartboard. For Example: W

Circulatory system:

Teacher’s Note: You may need to explain how the circulatory system works: the system of arteries that carries blood and oxygen from the lungs to the body's organs and tissues, and the veins that return the blood to the lungs for more oxygen.

L75_HeartDetail

The chemicals found in tobacco have many effects on the body's circulatory system—that is, the heart and the system of arteries and blood vessels that carry oxygen and nutrients to all of the tissues of the body. Smoking encourages a

L75_Atherosclerosis

process call atherosclerosis, or narrowing of the arteries and blood vessels. This reduces the flow of blood and oxygen to important organs, including the brain and heart. Over time, this narrowing can lead to a heart attack (if the heart tissue is deprived of the oxygen it needs to keep beating), or a stroke (caused by a blockage of a blood vessel in the brain or neck, leading to tissue damage or death in the brain.)

Page 7.5.3

Lesson 7-5: What

is Tobacco?

Procedures (continued) W

Respiratory System:

Teacherâ&#x20AC;&#x2122;s Note: You may need to explain briefly the function of the lungs: As a person inhales air into the lungs, the lung tissue extracts oxygen from the air and transfers it into the bloodstream, which carries it to every cell in the body. At the same time, carbon dioxide, a waste product of the body, is removed from the bloodstream and exhaled.

L75_Lungs

Chemicals that collect in the lung can damage lung tissue. This damage interferes with the lung's ability to transfer oxygen to the blood, and deprives both the lungs and the rest of the body tissues of the oxygen they need to be healthy and function normally. To keep clean, lungs also produce mucus that traps much of the dirt, germs and smoke that you breathe every day. This mucus is moved out of the lungs by tiny hair-like structures in the lungs and airways. For smokers, the chemicals in smoke can damage these structures and their ability to remove the mucus and the entrapped contaminants. As a result, the mucus and contaminants are more likely to remain trapped in the lungs. This can lead to coughing or excessive phlegm. Smoking can also make asthma worse. Over time, the damage caused by exposure to these chemicals can lead to lung diseases such as emphysema, chronic bronchitis, and lung cancer. W

Mouth and throat tissues: The chemicals that cause damage to lung tissues can also damage tissue in the mouth, leading to gum disease, mouth sores and tooth loss. These chemicals can also lead to cancer of the mouth and throat.

Other organ systems: Over the long term, smoking has also been linked to cancer of the bladder, kidney, pancreas and other important organs in the body.

Gum ulcers caused by smokeless tobacco.

Page 7.5.4

Lesson 7-5: What

is Tobacco?

Procedures (continued) 4.

Valuable Resource:

Explain to the class that many of these health effects occur over a long period of time, and that the full impact of smoking

Other facts and figures regarding smoking and young people can be found at:

may not be felt for many years. Ask the class whether learning about these health effects of

http://tobaccofreekids.org/research/ factsheets/index.php

smoking will affect the decision to smoke by people their age. Do they think young people think about heart disease that

Check This Out!:

may not occur until they are perhaps 40 or 50 years old? What about cancer? What does that mean to someone their age?

Explain that one of the difficult things about educating young people about tobacco is that many of the health impacts seem

A wonderful interactive animated presentation of the effects of tobacco on different organ systems in the body can be found at:

to be so far off into the future that they don't seem to matter. However, there are some immediate health impacts, even for

http://www.cdc.gov/tobacco/sgr/ sgr_2004/sgranimation/flash/ index.html

young people. Some of these impacts are: W

Cigarette smoking during adolescence can slow the rate of lung growth, and may keep your lungs from ever reaching their full potential.

Young smokers are much more likely to experience shortness of breath, coughing spells, phlegm production, wheezing, and worse overall endurance and health. Often young smokers have more difficulty exercising because they have a hard time getting enough oxygen when they breathe hard.

Young smokers are less physically fit than their non-smoking peers. Smoking hurts one's endurance, which is especially important for sports such as soccer and basketball.

Smoking can contribute to the onset of asthma, or can severely aggravate an existing asthma condition.

Smokeless tobacco can lead to mouth sores and gum disease, even at a young age.

Both smoking and smokeless tobacco can lead to bad breath, yellowed teeth, stained fingers, dulled taste buds, and a dulled sense of smell.

One unseen impact is that young people who start smoking at a younger age are more likely than later starters to develop a long-term addiction to tobacco.

Teens who use tobacco are more likely to practice other harmful behaviors, including using alcohol and other drugs, being involved in fights, carrying weapons, or practicing high-risk sexual behaviors.

Page 7.5.5

Lesson 7-5: What

is Tobacco?

Procedures (continued) 6.

Review with the class some of the reasons discussed in the film as to why young people might take up smoking. These might include: W

dealing with depression or boredom

stress

to look cool

to feel mature

to be accepted

to be different

to break the rules

Ask students how “cool” they think it is to smoke. Do they like being around smokers? Would they like to date someone who smokes? Would they like to live with someone who smokes when they grow up? Ask the students to suggest healthy alternatives to smoking that they know about or that they learned in the film, and that can address some of the reasons for using tobacco listed above. L75_kissposter

Review with the class some of the reasons why young people continue to smoke once they have experimented with cigarettes and started. As students list their reasons (e.g., pressure from friends, etc.), be sure that the concept of addiction is included-that is, they continue to smoke because they find it difficult or unpleasant to stop.

Have the wrappers from four packs of cigarettes on a table. W

Ask students to look at all of the packs to find what kind of information is on the label.

Ask students to look carefully at the packs to find something exactly the same on each pack—the Surgeon General’s Warning.

Explain that the government requires a warning on all packs of cigarettes because of the danger involved with smoking.

Ask students what they think of these warnings. Are these warnings useful? Do you think people read them? If they think these warnings are effective for young people their age, why or why not?

Page 7.5.6

Lesson 7-5: What

is Tobacco?

Procedures (continued) Homework: Ask students to write their own warning label to try to teach other people about the dangers of smoking. Distribute the Smoking in the Home Worksheet. Ask your students to take these worksheets home, and to start a discussion with their family members using the questions listed on the worksheet. Ask them to record their family members' answers.

Journal: Think about all of the harmful effects of smoking. Which one concerns you the most and why?

Page 7.5.7

Lesson 7-5 Worksheet: Warning Labels!

Name __________________________________

Warning Label Worksheet Instructions: Below are the four warning labels that the government says must be placed on every package of cigarettes. Can you think of any other messages that you think would be more effective for young people like you? Write your own warning label to keep people from smoking. Think of messages that would be especially relevant to you. Feel free to use pictures if youâ&#x20AC;&#x2122;d like.

My Warning Labels:

Lesson 7-5 Worksheet: Smoking in the Home

Name __________________________________

Smoking in the Home Instructions: The purpose of this assignment is to find out about smoking in your own family, and to understand your familyâ&#x20AC;&#x2122;s views towards smoking. Ask your family members the following questions (or write down the answers if you already know them). If your family membersâ&#x20AC;&#x2122; answers vary, write down the different answers you receive.

Does anyone in your family smoke? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Has anyone in your family smoked in the past, but quit? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

What do your parents think about smoking? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

What would your parents say if you smoked? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Are there any rules in your home about smoking? For example: No one is allowed to smoke inside our home You can only smoke in the bathroom You can only smoke outside You can smoke if children aren't around. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Turn to the Next Page

Lesson 7-5 Worksheet: Smoking in the Home

Smoking in the Home 6.

What about when your parents were children? Did any of their parents (your grandparents) or brothers and sisters (your aunts and uncles) smoke? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

What did your parents think about smoking when they were your age? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Lesson 7-6

What Do People Think About Smoking? Introduction: The previous lesson asked students to gather information about smoking in their own family as part of a homework assignment. This lesson uses this information as a starting point for discussing family influences on smoking (or non-smoking) behavior.

Lesson Objectives: By the end of Lesson 7-6, students should be able to: W

Discuss their findings from their interviews with family members about smoking Understand what the term “nonsmokers’ rights” refers to

Materials: W

Interview with a Smoker worksheet (for homework).

Plan Ahead! This lesson's homework assignment calls for students to interview a smoker or former smoker. You will need to assess how easily students can find access to such an individual, and determine whether or not these individuals would be willing to discuss their habit (or former habit) with students. Alternatively, the homework can be turned into an in-class group interview with a guest speaker who is a smoker or former smoker. You will need to identify a suitable person ahead of time. One possible resource for guest speakers is your local chapter of the American Cancer Society. Make sure that students obtain permission to speak with individuals about their smoking behavior. You may need to prepare a script that explains who the students are, and the purpose of the interview assignment.

Key Terms: family rules: In the context of the home, any regulations a family imposes to control where or when smoking occurs in the home. These might include a complete prohibition on smoking (e.g., “No smoking in our house at all”), restrictions on time (“No smoking when the kids are around”) or restrictions on place (“only on the back porch,” or “only in the bathroom”).

non-smokers’ rights: Non-smokers have sought to achieve smoke-free places where people are not exposed to secondhand smoke. By mobilizing political support through education and legislation, this movement has produced laws and policies which prevent smoking in many places such as schools, government buildings and workplaces.

secondhand smoke: Secondhand smoke is the exhaled smoke from the lungs of a smoker, as well as the smoke that disperses from a lit cigarette, cigar or pipe. It is also commonly referred to as environmental tobacco smoke, or ETS. Inhaling secondhand smoke is often called “passive smoking.”

Page 7.6.1

Lesson 7-6:

What Do People Think About Smoking?

Procedures: 1.

Using the worksheet Smoking in the Home (from Lesson 7-5) as a guide, ask students to share their findings with the class.

Use a large bulletin board or SmartBoard to compile the following information: W

How many students have a family member or other person who smokes at home?

How many students live with someone who has quit smoking?

How would parents feel if they knew their child was smoking?

How many families have rules about smoking in their home?

Do they think that attitudes about smoking are changing from one generation to another?

Have your students discuss the following questions: W

Do you think young people who have parents who smoke are more likely to smoke than those whose parents don't smoke? Why or why not?

What influence do you think parents have in discouraging their children from smoking? Is there anything parents can do?

In what family situations do you think it is most likely that a young person would take

Teacherâ&#x20AC;&#x2122;s Note: Students may point out that having a family member who smokes has also shown them some of the dangers, or unpleasant consequences, of smoking. In these discussions, make sure to point out the following: W Children who have parents who smoke are more likely to smoke than those whose parents do not smoke. W If someone takes up smoking and decides to quit, quitting is more difficult if other household members continue to smoke.

up smoking? The least likely? W

Some people think that adults who smoke are showing children a bad example. What are your feelings about this?

Ask your students: W

Why do people establish rules preventing cigarette smoking at home?

Secondhand smoke, also known as environmental tobacco smoke (ETS) or passive smoking is when a person inhales the tobacco smoke of another person who is smoking. This smoke contains the same harmful chemicals that are inhaled by the smoker, and can damage the health of nearby non-smokers. One important reason for establishing household rules about smoking is because one persons smoking in a home can harm the health of non-smoking family members (especially children).

Page 7.6.2

Lesson 7-6:

What Do People Think About Smoking?

Procedures (continued) 4.

Ask your students: W

What about rules that restrict smoking in other placesâ&#x20AC;&#x201D; such as in workplaces, bars, restaurants, or public buildings? Why do you think these rules were created?

Point out that as people have learned more about the dangers of secondhand tobacco smoke, there has been a push for more protection of non-smokersâ&#x20AC;&#x2122; rights to clean (smoke-free) air.

Homework: Distribute the Interview with a Smoker worksheet. Ask students to find a smoker and administer the accompanying questionnaire. Alternatively, this can be introduced as a group exercise. If at all possible, a Deaf person should be recruited for the interview. Modify the questions as appropriate if the interviews are conducted with a former smoker.

L76_passivesmoke

Teacherâ&#x20AC;&#x2122;s Note: Make sure that students obtain permission to speak with individuals about their smoking behavior. You may need to prepare a script that explains who the students are, and the purpose of the interview assignment.

Page 7.6.3

Lesson 7-6 Worksheet: Interview with a Smoker

Name __________________________________

Interview with a Smoker Instructions: The purpose of this assignment is to see what smokers themselves think about smoking, and to find out the circumstances of their starting to smoke.

When and how did you start smoking? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Do you consider yourself to be addicted to smoking? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

How long have you smoked? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

How did you first start smoking? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Did you think you would become a regular smoker when you started? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Lesson 7-6 Worksheet: Interview with a Smoker

Interview with a Smoker 6.

Have you ever tried to quit smoking? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

If so, why did you try to quit? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

How did you try to quit? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

What did it feel like when you tried? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

10.

If not, do you think you will ever try to quit? When? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

11.

What would you say to someone who wants to try smoking? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Lesson 7-7

The Decision to Smoke: Why We Donâ&#x20AC;&#x2122;t Always Make Good Choices Introduction: The prior lesson asked the students to interview a smoker (or ex-smoker) as part of a homework assignment. This was designed to allow students to ask questions as to why smokers started smoking, and why they continue(d) to smoke. The primary point of the lesson is for students to recognize the multiple factors that influence the individual decision to smoke: from peer pressure, the desire to look cool, depression or stress, curiosity, etc., even in the face of knowledge of the harms of smoking and other tobacco use.

Lesson Objectives: By the end of Lesson 7-7, students should be able to: W

Recognize that multiple factors influence all decisions and behavior

Recognize that multiple factors influence the decision to useâ&#x20AC;&#x201D;or not useâ&#x20AC;&#x201D; tobacco products

Recognize that addiction becomes the major reason for continuing to smoke once one becomes a regular smoker

Materials: W

Interview with a Smoker homework worksheets

Tobacco advertising samples (provided on CD)

Why Do We Do What We Do? Worksheet

Key Terms: family influences: In the context of smoking, families are known to exert several influences on a young person's attitudes towards smoking and decisions to start smoking or not. These influences include whether or not parents or siblings smoke, and the attitudes of family members (particularly parents) towards smoking and other tobacco use.

Page 7.7.1

Lesson 7-7:

The Decision to Smoke

Procedures: 1.

Using the Interview with a Smoker worksheet as a guide, ask students to share their findings with the class. Use a large poster or bulletin board to compile the following information:

What was the average age at which smokers started smoking?

How many smokers started out intending to become a smoker?

How many smokers have tried to quit?

What were the reasons most smokers tried to quit?

How did most smokers feel when they tried to quit?

Review the results in light of the information offered in Lesson 7-4: W

More than 8 out of every 10 adult smokers say they started smoking before the age of 18.

When did you first start smoking?

L77_Stat1

More than 7 out of 10 young people who are regular smokers or smokeless tobacco users report that they continue to use tobacco because they find it hard to quit.

Why do you continue to smoke?

L77_Stat2

Page 7.7.2

Lesson 7-7: The

Decision to Smoke

Procedures (continued)

More than 9 out of 10 young people who smoke daily experience at least one symptom of addiction withdrawal (eg, difficulty concentrating, irritability, cravings) when they've tried to quit.

What happens when you try to stop smoking?

L77_Stat3

The earlier young people begin using tobacco, the more heavily they are likely to use it as adults. Most young people who smoke regularly are already addicted to nicotine, the principal habit-forming chemical in tobacco.

Most young people who smoke say they intend to quit in the future and yet are unable to do so.

The first try of a cigarette or chewing tobacco by young people occurs most often with peers.

Smoking often begins as an attempt to enhance self-image;

L77_Peers

that is, to feel more mature, "look cool," or as a way to bond with others.

Ask your students to list the different kinds of factors that influence the decision to smoke that they have considered in class over the past lessons. Write the following terms on the board, and review the meaning of each type of influence:

L77_Boasting

Self-esteem

Friends

Family

Knowledge and information

Decision-making processes

Page 7.7.3

Lesson 7-7: The

Decision to Smoke

Procedures (continued) Teacher’s Note:

Ask your students to discuss how each of these

Be prepared to add the following if students do not bring them up:

factors influences young people's decisions: to smoke; or not to smoke. Discuss with your students which of these factors and forces do they think are most powerful? Least important? in influencing the decision to smoke or not.

Ask the class to think of other types of influences that have an impact on their decisions and

Peers: the behaviors of peers-other people their age whom they might not even know but see around them at school, in the movies, on TV, etc.-may make behaviors such as smoking seem "cool." Advertising: Advertising influences the social perceptions of smoking and links the behavior to self-image.

behaviors.

Cost: Cost can serve as a barrier to smoking.

Explain that one of the reasons commonly given

Laws and Restrictions: These can limit access to cigarettes, or ban smoking in certain areas, which may help to limit smoking or tobacco use.

by young people for why they smoke is that smoking helps them look “cool.” Yet, most young people say that seeing people smoke turns them off; most dislike being around smokers; and most would rather date people who don't smoke. Even teens who smoke regularly don't think smoking is cool-most say that they

Movies and TV: These can have influence with respect to modeling behaviors. If tobacco use is portrayed as attractive, rebellious, mature, cool, etc., these portrayals can influence the perception of tobacco use.

wish they had never started. So where does the notion of “smoking is cool” come from? Use this opportunity to introduce the role of advertising in shaping our perceptions of behaviors such as smoking. Show some sample cigarette ads showing smiling, happy adults smoking in fun outdoor situations, with friends, or in romantic locations. This is the way tobacco companies get people to associate activities such as smoking with positive images.

L77_CamelRelax

Source: www.trinketsandtrash.org

What ideas about smoking do these advertisements give you? Do you agree with them? L77_CamelMotocross

Source: www.trinketsandtrash.org

L77_NewportFun

Source: www.trinketsandtrash.org

Page 7.7.4

Lesson 7-7: The

Decision to Smoke

Procedures (continued)

L77_Cambridge

Why might you start to think that smoking is relaxing and peaceful when you look at these advertisements? L77_ParliamentBeach

L77_KoolNature

Source: www.trinketsandtrash.org

L77_MarlboroCowboy

Source: www.trinketsandtrash.org L77_VSlimsAppeal03

Source: www.trinketsandtrash.org

Why do some people think smoking is “manly?” Why do you think they might associate smoking with being a “strong, independent woman?”

L77_VSlimsAppeal

Source: www.trinketsandtrash.org

L77_KoolRacing

Homework: Distribute the Why Do We Do What We Do? worksheet.

Page 7.7.5

Lesson 7-7 Worksheet: Why Do We Do What We Do?

Name __________________________________

Why Do We Do What We Do? Instructions: John is a 7th grade student who is deciding whether to try smoking or not. List how each of the factors below might affect his decision to smoke, or not to smoke.

“Hmm, I think I’ll try smoking.”

“Nah, I don’t want to smoke.”

Self-Esteem

____________________________

Friends

____________________________

Family

____________________________

Lesson 7-7 Worksheet: Why Do We Do What We Do?

“Hmm, I think I’ll try smoking.”

“Nah, I don’t want to smoke.”

Peers

____________________________

Knowledge

Knowledge_________________ ___________

____________________________ ____________________________ ____________________________ ____________________________ ____________________________

____________________________ ____________________________ ____________________________ ____________________________

Rules

____________________________