9th Grade Lessons:
Needed Materials and Preparations Lesson 9-1
* Worksheet: Self-Esteem Inventory * Worksheet: What's My Line
Lesson 9-2
Tool Box (labels for cards are provided)
Lesson 9-3
8 shoe boxes with Shoe Box Labels (labels are provided) Magazines appealing to different audiences (at least one for each student) * Tobacco advertising samples (provided on CD) * Anti-tobacco advertising samples (provided on CD) * Worksheet: I Spy Tobacco!
Lesson 9-4
* Nail polish remover, batteries, ant poison, picture of preserved animal, ammonia, mothballs, picture of car with exhaust coming out of the tail pipe, picture of prison death row cell * Chemical labels * What's in Tobacco Smoke? (partial list of chemicals in tobacco) * Worksheet: Your Smoke Makes Me Choke * One User's Story: Sean Marsee * Journeyworks Publishing Pamphlets: Secondhand Smoke: Protect Your Air Environmental Tobacco Smoke: What It Is and What You Can Do About It Secondhand Smoke Is Not Healthy for Living Things
Lesson 9-5
* One Addict's Story: Bryan Curtis * Graphic: The Addiction Cycle
Lesson 9-6 Lesson 9-7
School smoking policy in student or faculty handbook (if available) * Anti-tobacco advertising samples (provided on CD) Stationery for letters
* 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.
9th Grade Lessons Materials List
Lesson 9-1
Self-Esteem: How Do You See Yourself? Introduction: This lesson introduces students to the concept of self-esteem and how it relates to relationships and behavior. The point is to make students aware of how their own perceptions of who they are as individuals can affect the ways they behave both around and towards others. This theme is expanded upon in Lesson 9-2, which looks at how students respond to friend and peer influences.
Lesson Objectives: By the end of Lesson 9-1, students will: W
Gain awareness of how self-esteem can work for or against them
W
Identify areas of self esteem that are high or low
W
Develop strategies to increase their self-esteem
Materials: W
Self-Esteem Inventory Worksheet
W
What's My Line Worksheet
Key Terms: competence: having the necessary abilities or qualities to do things, perform tasks, or get along with others.
L91_SelfEsteem
self-esteem: belief in one’s worth; self respect; the value you place on yourself. self-image: the inner picture that one has of him- or herself; the concept one has of one’s competence, worth, attractiveness, intelligence and other characteristics and traits. Self-image is also often referred to as self-concept. worth: the value one places on one’s accomplishments, abilities, and relationships with others.
Page 9.1.1
Lesson 9-1: Self-Esteem: How Do You See Yourself?
Procedures: 1.
Write the following definitions on the board and facilitate a discussion to ensure that students understand the terms: Self-Image: The whole inner picture that you have of yourself; what you think of your abilities, worth, attractiveness, intelligence, and other aspects of yourself. This is also sometimes described as self-concept. Self-Esteem: belief in one's worth; self respect; the L91_SelfEsteem1
value you place on yourself.
2.
Initiate a discussion of self-image and self-esteem by asking the following: What is self-esteem? What do we mean when we say someone has high self-esteem? Low self-esteem? Does your self-esteem change according to your surroundings, for example, when you are with your Deaf friends, or
L91_SelfEsteem2
when you are with hearing friends? When you are here on campus, or when you are at the local mall? Does your self-esteem affect the way you behave?
3.
Ask students to brainstorm ways that low/high self-esteem can affect: Relationships: If you feel bad about your abilities, intelligence, or appearance, how do you think that might affect your relationships with your family? Deaf friends? Hearing friends? Other peers? Boyfriend or girlfriend? How would things be different if you thought highly of your abilities, intelligence, or appearance?
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Choices: How might the way you feel about yourself affect your decisions in trying new activities? Making friends? Working? Joining a sports team or school club? Using drugs, tobacco or alcohol? What differences do you think high self-esteem and low self-esteem make in these choices? L91_FeelBad
4.
Pass out the Self-Esteem Inventory and ask students to
Teacher’s Note:
complete the form. Tell students that there are no right
You will be asking students to refer to these worksheets in Lesson 9-2.
or wrong answers.
Page 9.1.2
Lesson 9-1: Self-Esteem: How Do You See Yourself?
Procedures: (continued) 5.
Ask students to look over their inventories. Discuss how greater counts of “false” answers may indicate low self-esteem. Lead a discussion about factors that help to boost or lower self-esteem. Ask the class to brainstorm ways that teenagers can increase their self esteem.
6.
Ask your students to complete the What’s My Line? worksheet in class or for homework. Explain that most people mark themselves somewhere between the two extremes listed for each line. However, they may “lean” more toward one side or the other (e.g., “I tend to be more sloppy than neat, although I’m not a total slob.”). Facilitate a discussion about the students’ ratings. Looking over your worksheets, where do you usually place yourselves? Are there any areas in which you've placed yourselves at the extreme ends? Are there any of these areas that you would like to change?
Journal: If you could change one thing about yourself, what would it be and why?
Page 9.1.3
Lesson 9-1 Worksheet: What’s My Line?
Name __________________________________
What’s My Line? Each line below is about you! Put an "X" where you fit on each line. Total Slob! My room is a mess!
Example
x
Neat Freak! My room is always neat!
Total Slob!
Neat Freak!
My room is a mess!
My room is always neat!
Hot Temper!
Cool Head
I get angry easily
I rarely get angry
Jock
Non-Athletic
I am really good at sports!
I’m not very good at sports
Optimist
Pessimist
I always feel positive
I always feel like things are bad
Leader
Follower
I like to make decisions and have others follow
I prefer to let others make decisions
Gossip
Secret Keeper
I love to spread stories about others!
I never talk about other people’s business
Grudge Holder
Forgiving
I can stay angry at others for a long time
I am able to forgive people
Lesson 9-2
Assessing Peer Pressure Strategies Introduction: This lesson explores how peer pressure occurs and ways in which such pressure can be resisted. Students are taken through exercises in trying to pressure others into engaging in behaviors such as smoking; and in considering the various types of resistance strategies that might be employed to counter this pressure. The link between self-esteem and the ability to resist peer pressure is also reviewed.
Lesson Objectives: By the end of Lesson 9-2, students will be able to: W
Identify the Tools of Fools (direct orders, insults, harassment, exclusion), strategies used by people to pressure others into certain actions or behaviors.
Materials: W
Tool Box (box with cards, each card imprinted with one of the Tools for Fools Strategies)
Key Terms: harassment: Constant badgering or annoyance aimed at persuading someone to do something they otherwise might not want to do. refusal skills: tools which one can use against friend or peer pressure to do something that one finds undesirable, unsafe, or wrong. refusal strategies: ways of expressing refusal, divided here into three major types: passive, aggressive and assertive.
L92_PartyPeerPress
For Review: peer influence: the indirect force that peers exert in shaping one's opinions, perceptions, desires and behavior. (See Lesson 8-2) peer pressure: the more direct force that friends and peers often use to shape one's opinions, perceptions, desires and actions. (See Lesson 8-2)
Passive: refusal in a non-confrontational manner without actually saying “No.” Tends to be non-committal (“Um...maybe”), and often involves leaving an issue unresolved. Aggressive: refusal expressed by using confrontational strategies. Assertive: Refusal in a firm, clear, but non-threatening manner.
Page 9.2.1
Lesson 9-2: Assessing Peer Pressure Strategies
Procedures: 1.
Use the following questions to start a discussion about peer pressure: W
What is peer pressure?
W
When can peer pressure be a negative force? (Use examples to prompt: when you feel L92_Decisions03
pressured to do something you don't want to do; smoking, drugs and alcohol use; dangerous driving; etc.) W
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Is peer pressure always something negative? When do you think peer pressure can be something positive? (Use examples to prompt: doing well in school; not acting out in class; working as a member of a team).
W
Who exerts peer pressure? Is it different when it comes from your friends than when it comes from other kids your age that you may not know? In what ways? Do you think you feel more peer pressure from other Deaf kids, or more from hearing kids?
W
How can you tell the difference between positive peer pressure and negative peer pressure?
W
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Think about the times you have felt pressured to do something you didn't want to do. How did others make you feel that pressure?
W
Think about the times you've pressured others to do something. How did you do it? What techniques did you use?
2.
Introduce Tools of Fools. Write on the board the strategies that people use to try to pressure someone. For each tool, talk about the words or signs that people use, including more subtle non-verbal body language: W
Direct Order (“Do It!”)
W
Insults, including name calling and mean gestures (“What are you, a baby?)
W
Harassment, including threats (Bothering someone repeatedly to try to convince them.)
W
Exclusion, including making a person feel left out. (“Everyone's doing it except you!”)
W
Non-verbal or other physical cues, such as: rolling eyes or not giving eye contact; ignoring you; turning their backs to you; talking about a person behind their back; etc.
Page 9.2.2
Lesson 9-2: Assessing Peer Pressure Strategies
Procedures: (continued) W
Guilt, such as making people feel bad if they don't go along, as a way of getting them to do something they otherwise might not do. (“Oh forget it, if you don't want to go, I'll just go by myself!”)
Ask students, “Which of these Tools for Fools have you experienced? From whom? Do you think that your being Deaf makes you more vulnerable to such Tools? Less vulnerable? Why?”
3.
Ask students to think about the Tools for Fools that are being used in each of the following situations: W
Why don't you smoke cigarettes with us, are you scared?
W
Want some pot? C'mon, it won't hurt you. No one will find out. You'll just feel a little relaxed, that's all.
W
Come on, no one will know if we have sex, don't you love me?
W
I have some beer in my backpack, meet me after school to drink it. Everyone else will be there.
W
I found some ecstasy in my sister's room, let's try it. Oh, but I forgot— your mommy would get mad at you. Never mind.
W
Hey, be a pal and keep these cigarettes in your locker for me until after school, OK?
4.
Explain that sometimes we feel pressure from friends or peers to do something we don’t want to do, or think that we shouldn’t do. Tell your students that refusing to go along with others—including people whose ideas and opinions are important to us—can be difficult to do, but that it helps if they know specific ways to say “No!”—resistance strategies. Remind your students that ultimately they are responsible for the decisions they make, no matter how they are pressured by others. In making these decisions, it can be helpful to go through the steps of the D.A.R.E. Decision-Making Process.
5.
Teacher’s Note: This discussion on resistance strategies is presented in Lesson 8-4 of the 8th grade curriculum. If your students have already covered this material, review briefly the different types of resistance strategies students can use when confronted with pressure to do something they don’t want to do. Otherwise, that material is covered here as well. If your class has never covered the D.A.R.E. decision-making process before, you may need to take some time to review the steps with your students. The model can be found in Lesson 7-3, which uses the decision-making process of the Drug Abuse Resistance Education (D.A.R.E.) program, the pioneer prevention effort established in 1983.
Discuss the different types of resistance that people use. Sometimes these are referred to as passive, aggressive and assertive resistance strategies. What do these terms mean?
Page 9.2.3
Lesson 9-2: Assessing Peer Pressure Strategies
Procedures: (continued) Example #1: Passive Resistance W
Your friends ask you to join them behind the gym to smoke cigarettes. What are the common ways you might resist this request? (e.g., I ignore my friends’ invitation; I shrug my shoulders; I say, ‘Maybe next time.”; I giggle and then look away.) L92_Passive
Explain that when we use these methods, we are using passive resistance. We avoid confrontation by being neither agreeing or disagreeing, walking away, or ignoring the issue.
Ask your students: What other types of situations can you think of where you've used passive resistance? What are some of the advantages of
Teacher’s Note: Advantages might include avoiding conflict; disadvantages might include not resolving the problem, or not making your decision clear to others.
passive resistance? What are some of the disadvantages?
Example #2: Aggressive Resistance Some strategies can be termed aggressive resistance. These usually involve a more confrontational tone, such as taking a cigarette that someone has offered you and crushing it in your hands, saying, “Get that stuff out of my face!” L92_Aggressive
Ask your students: What other situations can you think of where someone might use aggressive resistance? What are some of the advantages and disadvantages of
Teacher’s Note: Advantages might include being clear and forcefully direct; disadvantages might include sparking a fight or argument, or causing bad feelings.
aggressive resistance?
Example #3: Assertive Resistance
L92_Assertive
A third resistance strategy is sometimes called assertive resistance. Assertive resistance usually involves making your resistance known in a direct but nonconfrontational manner. For example, “No thanks, I don’t smoke,” or “Let’s NOT get into your parents’ liquor cabinet—why don’t we find something else to do instead?”
Ask your students: What other situations can you think of where someone might use assertive resistance? What are the advantages and
Teacher’s Note: Advantages might include being direct; disadvantages might include causing bad feelings.
disadvantages of assertive resistance?
Page 9.2.4
Lesson 9-2: Assessing Peer Pressure Strategies
Procedures: (continued) 6.
Ask your students: What can you do if a friend or group of friends wants you to do something—such as smoke a cigarette, try marijuana, have sex, get drunk—that we are afraid to do, or don't think we should do? It can be hard to stand up to them and say “No,” even when you want to. Different situations may require different strategies. Here are some techniques you can use to say “No.” Have your students examine the following techniques. How well do they think they would work in different situations?
1. Be Direct 2. Change the Subject L92_Refusal01
L92_Refusal02
3. Think of a Clever Response
L92_Refusal03
4. Make a Joke
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5. Blame an Adult
6. Avoid the Situation or Walk Away
L92_Refusal05 L92_Refusal06
Page 9.2.5
Lesson 9-2: Assessing Peer Pressure Strategies
Procedures: (continued) 7.
Divide the class into two teams. Team A will select a Tools for Fools Card from the Tool Box and will show that strategy. For example, the team picks the Insult card and says, “You are such a wimp if you don’t try smoking!” Team B must decide which Tool is being used and then decide which of the refusal strategies will work best for that situation and role play it back.
8.
Discuss the following points with the class: W
Which of the Tools was the hardest for you to respond to? Which one caused you to feel the most pressure?
W
Which refusal strategy worked the best for you?
W
Practicing refusal skills and knowing what type peer pressure affects you the most will be helpful.
9.
Ask students to practice these refusal skills through out their day whenever possible to become more skilled.
10. Have students review their homework from Lesson 9-1 (What's My Line?). Ask your students how the ways they see themselves might make them more susceptible, or less susceptible, to pressure from others.
Journal: What type of peer pressure makes you feel the worst? Why? What type of peer pressure is the hardest for you to respond to? Why?
Page 9.2.6
Lesson 9-2 Tools for Fools
Name __________________________________
Tools for Fools Labels Direct Order “Do It!”
Insults Name-calling, teasing, making fun of someone
Harassment
Making Someone Feel Left Out
Non-Verbal
Guilt
bothering someone repeatedly to try to convince them, includes threats
Eye-rolling, mean gestures, dirty looks, etc.
Making someone feel guilty if they don’t go along
Lesson 9-3
Evaluating Media Messages Introduction: The lesson asks students to examine the impact of advertising and
marketing on their decision-making, particularly when it comes to evaluating behavioral choices regarding the use of tobacco. Students review the various types of messages and appeals that are made and the various strategies used to deliver these messages. Students are then asked to consider the effectiveness and appeal of these messages for Deaf youth, and how these messages can be effectively countered with the marketing of anti-tobacco messages.
Lesson Objectives: By the end of Lesson 9-3, students will be able to: W
Identify how marketing strategies target teens.
W
Identify ways in which marketing influences young people's decision-making.
W
Identify ways in which marketing strategies might be successful (or unsuccessful) in reaching Deaf teens.
W
Identify more effective ways to reach Deaf teens with anti-tobacco programming.
Materials: W
8 shoe-boxes - with Shoe Box Labels
W
Magazines appealing to different audiences (at least one for each student)
W
Tobacco advertising samples (provided on CD)
W
Anti-tobacco advertising samples (provided on CD)
W
I Spy Tobacco! Worksheet
Prepare: W
Collect various magazines that appeal to different audiences (for example, business, women, teens, news, sports, health and fitness, beauty, hobbies, music, skateboarding, etc.). This lesson's exercises will work best if students can view a variety of magazines for diverse audiences. It is best if you start assembling this collection as early as possible, or ask your students to bring in different types of magazines over the preceding month or so.
W
Ask students to look through magazines and newspapers for advertisements, including tobacco ads, and to bring those they find to class.
Key Terms: advertising: one of the major tools of marketing, usually through media such as magazines, television, billboards, etc. manipulation: Conscious strategies to shape others’ perceptions of a product or idea through marketing efforts.
marketing: persuasion to buy a product or accept an idea by presenting it in a favorable light that shows its advantages or attractions; advertising.
Page 9.3.1
Lesson 9-3: Evaluating Media Messages
Procedures: 1.
Review some of the factors that encourage smoking that were covered in Lesson 9-2, including peer pressure. Ask your students to review some of the ways they can resist the pressure to smoke or use tobacco.
2.
Explain to your students that when people are asked why they started smoking, they often give the following answers: W
curiosity or boredom
W
to relieve stress or depression
W
to look older, more mature, or cooler; to fit in
W
to be rebellious; to have fun
And yet, when scientists talk to young people, they actually find that most teenagers don’t think smoking is cool. In fact, W
67% of teenagers say that seeing someone smoke turns them off.
W
65% say that they strongly dislike being around smokers.
W
86% would rather date people who don’t smoke.
Even teenagers who smoke don’t think that smoking is so cool. More than half want to quit, and 70% wish they had never started smoking in the first place.
3.
Ask your students: W
Where does the idea that smoking is cool, fun, exciting and rebellious come from? Maybe because that is how smoking is portrayed in cigarette advertising. Can advertising really be that powerful?
4.
Begin a discussion of products students like to buy—shoes, soda, clothing, electronic goods and the like. Ask students to identify the “best” or “coolest” shoes, bags, skateboards, gadgets, clothing and so forth.
Ask your students: W
Why do you choose a particular brand of shoe, or type of soda? What do you think about products such as Nike shoes, or Red Bull, especially compared to similar products?
Ask students how they know about these products, and why they think they are the best. L93_ConsumerGoods
Page 9.3.2
Lesson 9-3: Evaluating Media Messages
Procedures: (continued) Explain that most of the items we think are “best” or “coolest” are often items that are advertised by celebrities or people we admire, or that appeal to our desires. Advertisements and “marketers” try to convince us that if we buy a particular product, we will look better, feel better, have more fun, be more relaxed, or any number of other positive results. This is someL93_BeautyAd
times referred to as manipulation. W
Do you think this manipulation is conscious on the part of advertisers? Why or why not?
5.
Using magazines geared to several different audiences (teens, women's magazines, popular music, cars, skating, home
L93_Magazines
design, personal finance), ask students to tear out at least ten advertisements. Ask them to write on the back of each one the name of the magazine in which the advertisement was found. Distribute the advertisements around the class and ask students to analyze them.
Ask your students: W
What is the product being advertised? What is the advertisement telling us about the product? What is the advertisement trying to tell us if we use the product?
Explain to students that companies want us to buy their product so that they can make money. If a company can successfully get people to buy their product, the company will make money.
6.
Ask students to identify aspects of commercials from TV that appeal to teens. For example: W
Nike—Just Do It! Shows strength and power
W
Gatorade—Shows strength, power, speed, slick like water, cool
W
Acne medicine—Beauty, building one’s confidence
Ask students for other examples.
Page 9.3.3
Lesson 9-3: Evaluating Media Messages
Procedures: (continued) 7.
Ask your students: W
How do commercials influence how you think about the products?
Explain that companies try to tell us that if we use their product, it will bring us the things we want. They try to convince us that their product will give us:
8.
W
Fun and Pleasure
W
Good Health
W
Adventure and Excitement
W
Money, Fame or Power
W
Beauty and Popularity
W
Romance
W
Brains, Intelligence and Wisdom
W
Free Stuff!!
Cut out the Shoe Box Labels, and glue each one to a shoe box. Ask students to sort the ads into the appropriate shoe boxes. Discuss how the ads differ by magazine type, and why. Talk about the importance of the audience: W
What type of advertisements would you expect to find in a teen magazine? How about a gaming magazine? A personal finance magazine?
Ask students to identify the things that they would like most from the above list. Which do they think is most important? How would these appeals play to people with different levels of self-esteem?
9.
Distribute to the class copies of tobacco advertisements and ask the students to classify them into the categories above. What are the messages in these advertisements? What audiences are targeted in these tobacco advertisements? Ask them if it is clear (visually) what product the advertisements are selling, and how. Refer to some of the older advertisements, particularly those featuring tobacco recommendations by doctors, and those featuring parents and children.
Teacher’s Note: As part of the 1998 Tobacco Master Settlement Agreement that was reached between major tobacco companies and 46 states, the tobacco industry agreed to a number of new restrictions on tobacco advertising (joining the ban on television advertisements for tobacco products). Included in these restrictions are bans on the use of cartoons in advertising or packaging for tobacco products; elimination of most outdoor advertising, including billboards, and signs and placards in arenas, stadiums, shopping malls, and on transit (e.g., buses and trains); and bans on the sale or distribution of apparel and merchandise with brand name logos (although tobacco companies continue to give away free merchandise in exchange for “points” or “coupons” earned with each purchase of cigarettes.) The Master Settlement Agreement also bans payments to promote tobacco products in movies, on television shows, in videos and videogames, and other entertainment. Tobacco companies are also prohibited from brand name sponsorship of events with a significant youth audience (football, basketball, baseball, hockey and soccer). Students should be encouraged to think about how marketing to young people might still be occurring, even in the face of these prohibitions. You can read more about this at: http://caag.state.ca.us/tobacco/resources/ msasumm.htm
Page 9.3.4
Lesson 9-3: Evaluating Media Messages
Procedures: (continued) What desires do these advertisements for cigarettes appeal to? What experiences and self-images do these advertisements want us to associate with tobacco use?
L93_CamelPool
L93_Celebrity
L93_Fun
What do these advertisements want to say to us about smoking and our sense of femininity and masculinity? L93_VSlims01
Or our sense of the exotic, romantic and fun? L93_Ad04
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L93_Romance
L93_MarlboroCowboy
Page 9.3.5
Lesson 9-3: Evaluating Media Messages
Procedures: (continued) Why do you think tobacco companies want to show celebrities smoking? Why are these images important to tobacco marketers? What do you think of these ads?
L93_LindaEvangelista
L93_AlecBaldwin L93_DemiMoore
L93_Navratilova
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Celebrities are useful even if they are not directly promoting the use of tobacco. By using stars such as Martina Navratilova in their sponsorship of sporting events (since restricted under the terms of the Master Settlement Agreement), or by using celebrities such as Penelope Cruz in producing “lifestyle” magazines (along with many tobacco ads inside) for home delivery, tobacco companies can reach out to audiences they might not reach otherwise. Who would be excited about the Virginia Slims Tennis Championships? Who might read “Flair” magazine?
Free gifts with the purchase of cigarettes were an important marketing tool for tobacco companies. This practice has since been voluntarily restricted by the tobacco companies under the terms of the Master Settlement Agreement, although they still offer sales-linked coupons that are redeemable for a range of clothing, gadgets and other goods.
L93_PenelopeCruz
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L93_Giveaway
Page 9.3.6
Lesson 9-3: Evaluating Media Messages
Procedures: (continued)
L93_CamelNoRegret
Before the harmful health effects of tobacco were widely publicized, tobacco companies sought to allay smokers’ health concerns with advertisements featuring medical personnel, and others touting cigarettes that were “mild” and free of “irritation.” Many of these ads were produced in the 1940s and 1950s. Do you think tobacco companies could produce advertisements like these today? Why or why not? What do you think of these ads?
L93_Doctor1940
L93_Doctor1946
These advertisements are also from the 1940s and 1950s. To whom do you think these ads appeal? Do you think you would see ads like these today? Why or why not?
L93_FatherSon1945 L93_MotherChild
Page 9.3.7
Lesson 9-3: Evaluating Media Messages
Procedures: (continued) 10. Ask your class if anyone has ever seen anti-tobacco advertising. Explain that government agencies and other groups are countering tobacco companies’ advertisements with their own anti-tobacco advertisements. W
What messages are these advertisements trying to convey? Are they effective or convincing? Do you think these advertisements are convincing for Deaf youth? What kind of advertisement do you think YOU could design to reach other Deaf kids?
L93_BugSpray
“Many bug sprays contain nicotine. All cigarettes do.”
L93_RatPoison
L93_Frog
“The same formaldehyde that preserves dead frogs is found in cigarettes.”
“Cyanide is the deadly ingredient in rat poison. And just one of the many in cigarettes.”
L93_MindIfISmoke
s Look how these billboards are using the “glamour of smoking” as portrayed in tobacco advertisements, and L93_Scent turning the message around to point out why smoking is a bad idea... ...while carrying the “masculinity” of the Marlboro Man to its natural conclusion if one takes up smoking.
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L93_IMissMyLung
Page 9.3.8
Lesson 9-3: Evaluating Media Messages
Procedures: (continued)
L93_TableforOne L93_BlewAway
s
L93_FirstWarningSign
Some anti-tobacco advertising portrays directly the fearsome consequences of tobacco use.
L93_ToldYou
Others borrow the technique of celebrity appeal to promote both tobacco use prevention and cessation.
L93_BoyzIIMen
L93_Smoking Is Ugly
L93_tonyhawks
Page 9.3.9
Lesson 9-3: Evaluating Media Messages
Procedures: (continued) Homework: Distribute the I Spy Tobacco! Worksheet. W
Have students record, while they watch television over the next week, every situation in which they see smoking or tobacco use of any kind. Ask them to write down the name of the show, and briefly describe the circum-
Teacher’s Note: Use the examples of tobacco advertising above to review the objectives of the homework assignment with your students.
stances on the worksheet. Remind your students to include comedies, movies, newscasts, or even anti-smoking messages. Also, ask them to notice if they see tobacco advertisements when watching sporting events on television, such as tennis matches, automobile racing, baseball games, and other tobacco-sponsored sports. W
Have students, over the course of the next week, note every instance of tobacco advertising that they can find or see. Record the location of these advertisements on the worksheet. Instruct students to look for such advertising, not just in the usual places (e.g., in magazines), but also on clothing, hats, at the beach, at sporting events, and so forth.
W
If students see a movie, have them record any instances of smoking they see. Have the students record who is smoking, and a brief description of the circumstances.
Journal: Companies give away hats and shirts that bear the picture or name of the product they sell. They do this as a form of advertising, because they know that when people wear these items, they are helping to promote awareness of the companies’ products. What are your thoughts on tobacco companies engaging in this type of marketing?
Page 9.3.10
Lesson 9-3 Worksheet: I Spy Tobacco!
Name __________________________________
I Spy Tobacco! Instructions: 1.
As you watch television this week, or if you see a movie, record every instance in which you see smoking or tobacco use of any kind. Write down the name of the show or movie and briefly describe the situation (Who was smoking? Why?).
2.
As you walk about over the next week, note every instance of tobacco advertising you can see, including signs in stores, ads in magazines, on clothing, at the beach—keep a sharp eye out! Record the details below.
TV Show, Movie, or Place You Saw Smoking or Tobacco Advertisement
Describe the Situation
Lesson 9-4
So What’s So Bad About Tobacco? Introduction: Students are presented with a graphic presentation of the different
types of chemicals found in tobacco and cigarette smoke. These chemicals are then linked to the various health effects of tobacco use (both smoked and smokeless) on the respiratory and cardiovascular systems of the body, as well as on other tissues and organ systems. Students are also introduced to the hazards of secondhand smoke.
Lesson Objectives: By the end of Lesson 9-4, students will be able to: W
Identify the types of tobacco use
W
List some chemicals in tobacco
W
Identify damaging effects of tobacco use
W
Identify the dangers of secondhand smoke
Materials: W
Nail polish remover
W
Batteries
W
Ant poison
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Picture of a preserved animal
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Ammonia
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Mothballs
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Picture of car with exhaust coming out of the tail pipe
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Picture of prison death row cell
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Chemical Labels
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What’s in Tobacco Smoke? Partial list of chemicals in tobacco
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Your Smoke Makes Me Choke Worksheet
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One User’s Story: Sean Marsee Handout (also on CD in the “WebPages” folder)
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Journeyworks Publishing pamphlets: Secondhand Smoke: Protect Your Air Environmental Tobacco Smoke: What It Is and What You Can Do About It Secondhand Smoke Is Not Healthy for Living Things
Key Terms: inhale: to draw air into the lungs, along with any chemicals, dirt, germs, and other particles that may be floating in the air passive smoking: Inhaling secondhand smoke from someone else's smoking, or from their lit cigarette, cigar or pipe.
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.
Page 9.4.1
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: 1.
Have the above-listed items on a table in the front of the room. Ask students to name the items and if they know, what they are used for. Ask students what would happen if they ingested the items they see on the table.
2.
Place the appropriate label (See Chemical Labels) on each of the items. Explain that the word on the label is one of the poisonous chemicals found in the item. Explain that each of these chemicals is also contained in cigarette smoke. Tobacco contains more than 4,000 chemicals that enter the body either through smoking or chewing tobacco products.
3.
Explain that these are just some of the poisons that enter the body through tobacco use. When tobacco is burned (as in a cigarette), these chemicals enter the body through the smoke. Similarly, if tobacco is chewed (as in smokeless tobacco), many of these chemicals are absorbed into the body through the tissues of the mouth and throat. Distribute the comprehensive list of chemicals in tobacco.
4.
Teacher’s Note: Write the words Health Consequences on the board. Explain
most important health consequences of tobacco use.
If your students have previously completed the 8th grade unit of this curriculum, they may have already studied the health and social consequences of tobacco use. If so, you may choose to present an abbreviated version of the material presented here.
Classify the responses into the following categories:
Valuable Resource:
Effects on the respiratory system: The most common way
Other facts and figures regarding smoking and young people can be found at:
that over the past 50 years, scientists have shown that the components of tobacco—the chemicals found in tobacco and in the smoke when tobacco is burned—can harm the body in very serious ways. Ask your class if they can list some of the
5.
people use tobacco is to burn it and inhale the resulting smoke, either from a cigarette, cigar, pipe, bidi, kretek, or waterpipe (hookah). This smoke causes a great deal of damage to the tissues of the respiratory system: that is, the lungs and airways leading to them. When a person inhales, their lungs fill with air containing oxygen. The lungs have tiny air sacs, called alveoli, where the oxygen is absorbed into the blood and exchanged with carbon dioxide, a waste product of the body that is exhaled as the per-
http://tobaccofreekids.org/research/ factsheets/index.php
Check This Out!: A wonderful interactive animated presentation of the effects of tobacco on different organ systems in the body can be found at: http://www.cdc.gov/tobacco/sgr/ sgr_2004/sgranimation/flash/ index.html
son breathes out. This process is called gas exchange, and is
Page 9.4.2
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: (continued) the primary function of the lungs. The oxygen absorbed by the blood in the lungs is then carried to the heart, and all other tissues and organs of the body. When you inhale, the inside of your lungs and airways are exposed to air, including any germs, dust, dirt particles and other objects floating in the air. To clean away these foreign particles, your lungs and airways secrete mucus, which traps the particles. Little hair-like structures called cilia that line the airways move in a sweeping motion to push this mucus out of the lungs. This mucus, with its trapped particles, can then be coughed, spit,
L94_Alveoli
or otherwise passed out of the body. So what does smoking do? Tobacco smoke slows the motion of the cilia, making it more difficult to move mucus out of the lungs and airways. This makes it more likely likely that germs, dirt and other contaminants (together with the mucus) will get trapped in the lungs. The more and the longer you smoke, the greater the damage done to the cilia, until they lose almost all of their ability to clean the lungs. The result is often “smoker’s cough,” the hacking, mucus-laden cough that long-time smokers often experience, especially on awakening in the morning. If the lungs and airways become inflamed and clogged with mucus, this can lead to chronic bronchitis, making it difficult to breathe. When a person smokes, the tobacco smoke is inhaled into the lungs, where the smoke leaves behind a sticky residue called tar. Contact with this residue can damage the lungs, and over time may result in diseases such as lung cancer.
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.
Source: The ABC’s of Smoking
L94_HealthyLung
Source: The ABC’s of Smoking
L94_LungCancer
Page 9.4.3
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: (continued) The smoke also damages also damages the alveoli, the little air sacs where gas exchange in the lungs takes place. This damage means that your lungs become much less able to perform the gas exchange that brings oxygen into your body. In some people, this damage progresses to become a disease called emphysema, where the alveoli (air sacs) have been damaged to the point where oxygen can no longer be absorbed into the bloodstream. Smoking also causes the airways (the lungs and the tubes leading to them) to overreact to harmful substances, causing them to tighten up (“constrict”), and leading to wheezing and shortness of breath. This can be especially serious for those people who already suffer from asthma. L94_emphysema
s What does emphysema look like? Compare the healthy lung on the previous page with the lung from a person with emphysema above.
L94_HeartDetail L94_Stroke
s
6.
Effects on the circulatory system: The chemicals found in tobacco have many effects on the body's circulatory system. Smoking encourages a 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
Smoking can lead to high blood pressure, which in turn can cause a stroke, or bleeding in the brain. The damage that strokes can do is clear in the specimen above.
(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 9.4.4
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: (continued) 7.
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.
s
L94_GumDisease
Tobacco use can lead to gum ulcers as in this picture here. Eventually, this tissue damage can lead to oral cancer, such as that featured in the anti-tobacco advertisement at right: L94_OralCancer
8.
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.
9.
What about smokeless (chewing) tobacco products? Since these aren’t burned and smoked, doesn’t that make them safe? Explain to your students that these products also contain harmful chemicals that can cause diseases such as oral cancer. Many young people believe that these types of tobacco are safe because they are not smoked, but this is an incorrect belief.
10. Social consequences of smoking: Ask your students
One User’s Story: If your students are not already familiar with the story of Sean Marsee, his experience with the use of smokeless tobacco can be found at: http://whyquit.com/whyquit/SeanMarsee.html The story can also be found on the accompanying CD (in the “WebPages” folder, titled “Sean Marsee’s Message”). You might want to consider reviewing this story as a class exercise, or having students read it as part of a homework or journal exercise.
if anyone can think of any reasons—other than harmful health impacts—that would discourage people from smoking. Possible prompts include: Personal appearance/grooming: e.g., bad breath, yellow teeth, discolored fingers, holes in clothing. Relationships with others: e.g., upsetting parents, disappointing teachers, putting off friends.
Page 9.4.5
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: (continued) Rules and regulations: e.g., getting punished for breaking school rules, being asked to step outside restaurants, getting cited or ticketed in public places for violating no-smoking regulations. As the health consequences of tobacco use have become better known, more and more people in our society and elsewhere have come to recognize these dangers and have decided to actively fight against smoking. There are increasing numbers of rules about where one can and cannot use tobacco products. Smoking is now prohibited in many workplaces—including schools, hospitals, airplanes, and public buildings. Financial considerations: How much does smoking cost?
11. Explain that one of the difficult things about educating young people about tobacco is that many of the health impacts seem to be so far off into the future that they don't seem to matter. However, there are some immediate health impacts, even for youths. What are these? W
Cigarette smoking during adolescence appears to reduce the rate of lung growth, and hence the maximum level of lung function that can be achieved.
W
Young smokers are much more likely to experience shortness of breath, coughing spells, phlegm production, wheezing, and overall diminished physical health. Often young smokers have more difficulty exercising because they have a hard time getting enough oxygen when they breathe hard.
W
Young smokers are less physically fit than their non-smoking peers.
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Smoking can contribute to the onset of asthma, or can severely aggravate an existing asthma condition.
W
Chewing tobacco can lead to mouth sores and gum disease, even at a young age.
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Both smoking and chewing tobacco can lead to bad breath, yellowed teeth, stained fingers, dulled taste buds, and a dulled sense of smell.
W
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. If you start smoking at a younger age, chances are you will have a much more difficult time quitting tobacco use later on, than someone who begins smoking at a later age.
Page 9.4.6
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: (continued) 12. Ask the class if anyone can define the term secondhand smoke. Write other terms for secondhand smoke on the board: passive smoking, environmental tobacco smoke (ETS). Explain that secondhand smoke is the smoke that a person breathes in from someone else's cigarette or other tobacco product that produces smoke, such as cigars, pipes, bidis, clove cigarettes, or kretek. Explain that not only does a smoker inhale the chemicals on the table, but so does anyone who inhales the secondhand smoke. Secondhand smoke contains at least 60 carcinogens (chemicals that are known to cause cancer). A person exposed to this smoke absorbs these carcinogens just as a smoker does.
13. Ask students if they have ever been exposed to secondhand smoke. Explain that secondhand smoke can harm nonsmokers. Distribute the Secondhand Smoke pamphlet by Journeyworks Publishing and identify the health risks. Exposure to secondhand smoke: W
increases your risk of lung and nasal sinus cancer, even if you yourself do not smoke
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causes burning eyes, nasal congestion and wheezing
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increases the prevalence of ear infections, especially in young children
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increases the risk of bronchitis, pneumonia and other respiratory tract infections, especially in chilL94_PassiveSmoking
dren W
is associated with reduced lung function
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increases the risk of heart disease in people who are not smokers
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is linked to SIDS, or Sudden Infant Death Syndrome, that affects newborn babies
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leads to smaller birthweight babies for women exposed to secondhand smoke during their pregnancies
14. Have the wrappers from four packs of cigarettes on a table. W
Ask students to look carefully at the packs to find something exactly the same on each pack—the Surgeon General’s Warning.
W
Ask students: Who is the Surgeon General? Answer: The Surgeon General is a doctor who is appointed every four years by the President, and serves as the top symbol of the nation’s commitment to protecting and improving the people’s health.
Page 9.4.7
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: (continued) W
In 1964, the Surgeon General released a landmark report that focused attention on the dangers to health posed by tobacco and smoking. This report was one of the main forces behind the government’s efforts to begin labeling tobacco packaging with Surgeon General’s warnings:
W
Explain that the government requires a warning on all packs of cigarettes because of the danger involved with smoking. Ask students if they think these warnings are useful? Do they think people read them? Do they think these warnings are effective for young people their age? Why or why not? What messages do they think would work better? Are there any messages they can think of that could be aimed specifically at Deaf people? Should they warn about other diseases or consequences of smoking?
L94_SGLabels
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Examine the warning labels that are produced by Canada and Brazil. Ask your students: Do you think these are more powerful labels? Why or why not? Do you think they would be more effective at persuading people not to smoke? Which country’s labels would be best for the Deaf in your opinion?
L94_Brazil01
L94_Brazil02
L94_Brazil03
Cigarette warning labels required on tobacco products sold in Brazil
Page 9.4.8
Lesson 9-4: So What’s So Bad About Tobacco?
Procedures: (continued)
L94_Canada01
L94_Canada02
L94_Canada08
L94_Canada13
Cigarette warning labels required on tobacco products sold in Canada
Homework Ask students to use the Your Smoke Makes Me Choke worksheet to create a cartoon related to the issue of secondhand smoke.
Page 9.4.9
Lesson 9-4 What’s in Tobacco Smoke?
What’s in Tobacco Smoke? Cancer Causing Agents Nitrosamines Crysenes Cadmium Benzi (a)pyrene Polonium Nickel P.A.H.s Dibenz Acidine B-Naphthylamine Urethane N. Nitrosonomicotine Toluidine
Metals Aluminum Zinc Magnesium Mercury Gold Silicon Silver Titanium Lead Copper
Acetone Nail polish remover
Acetic Acid Vinegar
Ammonia Floor and toilet cleaner
Arsenic Insecticides and poisons
Butane Cigarette lighter fluid
Cadmium Rechargeable batteries
Carbon Monoxide
Car exhause fumes
DDT/Dieldrin
Insecticides
Ethanol
Alcohol
Formaldehyde
Body tissue preservative
Hexamine
Lighter fluid
Hydrogen Cyanide
Gas chamber poison
Methane
Swamp gas
Methanol
Rocket fuel
Naphthalene
Moth balls
Nicotine
Insecticides
Nitrous Oxide Phenols Disinfectants Candle wax Solvents
Source of information: American Lung Association
Lesson 9-4 Chemical Labels
Chemical Labels Cadmium Cadmium is a toxic metal. It is used in many manufacturing processes, and is used to make products such as household batteries. It is known to cause cancer in the lung and prostate; and can cause kidney damage and bone disease.
It is found in cigarette smoke.
Ammonia Ammonia is a common chemical that is used to make fertilizer, textiles, plastics, explosives, and liquid household cleaning products. Ammonia irritates the skin, eyes, nose, throat and lungs, and in large doses can cause severe burns.
It is found in cigarette smoke.
Acetone Acetone is a chemical used to make plastics, fibers, drugs and other chemicals. One common use is as a solvent to dissolve other substances, as in nail polish. Exposure can cause eye and lung irritation, and dizziness. Exposure to large amounts can cause unconsciousness or coma.
It is found in cigarette smoke.
Arsenic Arsenic is a naturally-occurring chemical that is used to make ant poison. Arsenic can irritate your throat and lungs, cause nausea and vomiting, damage blood vessels, lead to abnormal heart rhythm and lower your red and white blood cell count. It can increase the risk of cancer of the lungs, skin, bladder, liver, kidney and prostate.
It is found in cigarette smoke.
Formaldehyde
Naphthalene
Formaldehyde is a chemical that is used as a preservative, and is used as an embalming fluid (to preserve dead tissue). Low levels can irritate the eyes, nose, throat and skin. Formaldehyde has been shown to cause nose cancer in animals, and scientists believe it will also be shown to be a human carcinogen.
Naphthalene is commonly found in the home in moth balls and other insect repellents. It is also used to make plastics and toilet deodorant blocks. Exposure to naphthalene can damage or destroy red blood cells. In animal studies, longterm exposure to this chemical caused nasal and lung inflammation, and lung and nasal tumors.
It is found in cigarette smoke.
It is found in cigarette smoke.
Carbon Monoxide (CO)
Cyanide
CO is a colorless gas, and is the major component of car exhaust. At low doses, CO can cause fatigue, and chest pains in people with heart disease. At higher doses, it causes impaired vision and coordination, headaches, confusion and nausea. In high concentrations it is fatal, causing death by interfering with oxygen intake.
It is found in cigarette smoke.
Cyanide is an extremely poisonous chemical that in low levels can cause breathing difficulty, heart pains, vomiting, blood changes, and headaches. High levels harm the brain and heart, and cause coma and death. Smoking cigarettes is a major source of exposure to cyanide.
It is found in cigarette smoke. Source of information: Agency for Toxic Substances and Disease Registry, U.S. Centers for Disease Control
Lesson 9-4 Worksheet: Your Smoke Makes Me Choke!
Name __________________________________
Your Smoke Makes Me Choke! Instructions: Use the space below to draw a cartoon expressing your views about secondhand smoke.
Nineteen Year Old Sean Marsee's Tobacco Message
Talihina High School's most outstanding athlete, Sean Marsee had won 28 track medals in the 400 meter relay while running the anchor leg. His classmates honored him with a walnut plaque. After a ten month battle with rapidly spreading cancer that started on his tongue, Sean Marsee died at age 19.
A smokeless tobacco user since age 12, Sean refused to believe his mother's warnings that tobacco was hazardous, smoke or no smoke.
It was early on February 25th. Sean Marsee smiled a tired smile at his sister, pointed his index finger skyward, and an hour later, at age 19, Sean
Marsee was dead. Just ten months earlier, Sean, an 18 year-old high school senior and star of the school track team, was just a weekend away from competing in the state track finals, and just a month away from graduation. It was then that Sean opened his mouth and showed his mother an ugly sore on his tongue. His mother, a registered nurse, took one look and felt her heart sink. A user of smokeless chewing tobacco and snuff since age 12, rarely was Sean without a dip. Living from nicotine fix to nicotine fix, he went through a can of snuff every day and a half. When Sean's mother finally discovered his secret she hit the roof. She tried explaining just how hazardous that tobacco was for him, smoke or no smoke, but Sean Sean Marsee before the final battle. refused to believe her. He argued that other boys on the track team were dipping. He argued that his coach knew and didn't seem to care. He argued that high profile sports stars were using and marketing smokeless tobacco. How could it be dangerous, he pleaded. In the end, his mother simply dropped the subject. But now, an angry red spot with a hard white core, about the size of a half-dollar, was being worn by his tongue. "I'm sorry, Sean," said Dr. Carl Hook, the throat specialist. "It doesn't look good. We'll have to do a biopsy." Sean was stunned. Aside from his addiction to nicotine, he didn't drink, he didn't smoke and he took excellent care of his body; watching his diet, lifting weights and running five miles a day, six months a year. Now this. How could it be? "But I didn't know snuff could be that bad for you," Sean said. "I'm afraid we'll have to remove that part of your tongue, Sean," Dr. Hook said. The high school senior was silent. "Can I still run in the state track meet this weekend?" he finally asked. "And graduate next month?" Dr. Hook nodded. On May 16th, Dr. Hook performed the operation. More of Sean's tongue had to be removed than was anticipated. Worse yet, the biopsy results were back and the tumor tested positive for cancer. Arrangements were made for Sean to see a radiation therapist, but before therapy began, a newly swollen lymph node was found in Sean's neck. It was an ominous sign that the cancer had spread. Radical neck surgery had now become necessary. Dr. Hood gently recommend to Sean that he undergo the severest option: removing the lower jaw on the right side, as well as all lymph nodes, muscles and blood vessels except for his artery. There might be some sinking, he explained, but the chin would support the general planes of the face. His mother began to cry. Sean was being asked to approve his own mutilation. This was a teenager who was so concerned about his appearance that he'd even swallow his dip rather than be caught spitting tobacco juice. They sat is silence for ten minutes. Then, dimly, she heard him say, "Not the jawbone. Don't take the jawbone." "Okay, Sean, " Dr. Hook said softly. "But the rest; that's the least we should do." On June 20th Sean underwent his second surgery. It lasted eight hours.
At school, 150 students and teachers assembled in June to honor their most outstanding athlete. Sean could not be there to receive their award. His Coach and his assistant came to Sean's home to present their gift, a walnut plaque. They tried not to stare at the huge scar that ran like a railroad track from their star performer's earlobe to his breastbone. Smiling crookedly out of the other side of his mouth, Sean thanked them. With five weeks of healing and radiation therapy behind him, in August Sean greeted Dr. Hood with enthusiasm, plainly happy to be alive. Miraculously, Sean had snapped back. He really believes his superb physical condition is going to lick it, Dr. Hook thought. Let's hope he's going to win this race too. But in October Sean started having headaches. A CAT scan showed twin tentacles of fresh malignancy, one snaking down his back, the other curling under the base of his brain. In November, Sean underwent surgery for the third time. It was the jawbone operation he had feared - and more. After 10 hours on the operating room table, he had four huge drains coming from a foot long crescent wound, a breathing tube sticking out of a hole in his throat, a feeding tube through his nose, and two tubes in his arm veins. Sean looked at his mother as if to say, "My God, Mom, I didn't know it was going to hurt like this." The Marsees brought Sean home for Christmas. Even then, he remained optimistic until that day in January when he found new lumps in the left side of his cheek. His mother answered the phone when the hospital called with the results of the biopsy. Sean knew the news was bad by her silent tears as she listened. When she hung up, he was in her arms, and for the first time since the awful nightmare started, grit-tough Sean Marsee began to sob. After a few minutes, he straightened and said, "Don't worry. I'm going to be fine." Like the winning runner he was, he still had faith in his finishing kick. One day Sean confessed to his mother that he still craved his snuff. "I catch myself thinking," he said, "I'll just reach over and have a dip." Then he added that he wished he could visit the high-school locker room to show the athletes "what you look like when you use it." His appearance, he knew would be persuasive. A classmate who had come to see him fainted dead away. Shortly before Sean's death he told his mother that there must be a reason that God decided not to save him. Sean's mother believes that Sean's legacy is in having his story spread and hopefully "keeping other kids from dying." When Sean became unable to speak, a friend asked him if their was anything he wanted to share with other young athletes. With pencil in hand Sean wrote, "Don't dip snuff." On the morning of February 25th, Sean Marsee, age nineteen, exhaled his last breath.
Compiled using photos, facts and extensive quotations from an October 1985 Reader's Digest article by Jack Fincher, entitled "Sean Marsee's Smokeless Death," located at pages 107 through 112. Compiled by John R. Polito, Founder WhyQuit.com, June 2000
Youth Nicotine Addiction Warning Signs
WhyQuit.Com | About Us | Contact Us | Link to Us | What's New?
Last Updated on October 8, 2002 by John R. Polito
Lesson 9-5
Hooked! What Is It to Be Addicted? Introduction: This lesson covers the concept of addiction, and the role of
nicotine in causing addiction to tobacco. Students are introduced to the mechanism of nicotine addiction and its self-reinforcing nature (the Addiction Cycle), to dispel many young people's’ misconceptions about their ability to avoid tobacco addiction.
Lesson Objectives: By the end of Lesson 9-5, students will be able to: W
Define addiction
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Identify nicotine as the addictive substance in tobacco
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Understand the difference between smoking prevention and cessation.
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Identify aspects of withdrawal
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Interview an adult who has quit smoking
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Compare information gained in interviews to aspects of addiction and withdrawal learned in class
Materials: W
One Addict’s Story: Bryan Curtis Handout (also on CD in “WebPages” folder)
W
Graphic: the Addiction Cycle
Key Terms: 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. craving: An intense and prolonged desire; for those addicted to nicotine, it is usually manifested as an intense desire for cigarettes or other tobacco product. dependence: An altered physical or psychological state produced by repeated use of a drug (such as nicotine in tobacco products), and that requires continued use to avoid the physical and psychological discomforts of withdrawal.
nicotine: The active ingredient in tobacco products that is the chief cause of physical addiction through its effects on brain chemistry. smoking cessation: To stop smoking after one has become addicted. withdrawal symptoms: The range of unpleasant physiological and emotional reactions of the body in response to withholding a drug that the body has become addicted to.
Page 9.5.1
Lesson 9-5: Hooked! What Is It to Be Addicted?
Procedures: 1.
Ask your students the following questions about the process of starting to smoke: Why is it so important to talk to young people your age about smoking and tobacco use? W
Most people who smoke started when they were young. Almost all say they started smoking regularly before the age of 18.
Ask your students: How many of you know someone your age who has tried smoking? The Facts:
L95_8thGrade; Source: Monitoring the Future, 2004
L95_10thGrade; Source: Monitoring the Future, 2004
L95_12thGrade; Source: Monitoring the Future, 2004
Page 9.5.2
Lesson 9-5: Hooked! What Is It to Be Addicted?
Procedures (continued) The numbers are only slightly lower for Deaf youths. In a survey of over 200 Deaf high school students in California, 45%, or nearly half, have tried smoking at least once. W
Most smokers wish they had never tried smoking.
Ask your students: How many times have you heard someone your age say, “I don’t really smoke—just every so often with friends, or at parties.” The Facts: More than one out of every three young people who ever try smoking a cigarette become regular, daily smokers before leaving high school. About 22% of all high school students—more than one out of every
Teacher’s Note: Scientists make a careful distinction between ever use and current use. Ever use is defined by having ever smoked a cigarette, even if just one puff. Current users are those who are actively using tobacco, either on an occasional or regular basis. Current use is often measured by 30-day prevalence—that is, the number of people who have used a tobacco product one or more times within the past 30 days.
five—currently smokes.
L95_Statistics; Source: Monitoring the Future, 2004
W
Most young people who try smoking think they’ll be able to stop whenever they want.
Ask your students: How many times have you heard someone your age say, “Smoking is no big deal. I can quit later anytime I want.” The Facts: 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.
L95_Boasting
Page 9.5.3
Lesson 9-5: Hooked! What Is It to Be Addicted?
Procedures: (continued) W
Most smokers have a hard time quitting because nicotine is very addictive.
Ask your students: How many of you know a smoker who has tried to quit, but failed? The Facts: By high school, nearly three out of every four regular smokers have already tried to quit smoking, and failed.
L95_Cartoon
Page 9.5.4
Lesson 9-5: Hooked! What Is It to Be Addicted?
Procedures: (continued) 2.
Explain to your class: In the previous lesson (9-4), we learned about many of the harmful effects of smoking. We also learned in earlier lessons (9-2 and 9-3) why people still feel compelled to smoke, even though they may know smoking and other tobacco use can be harmful. So what is the main reason why people continue to smoke, once they’ve started to smoke regularly? The Answer: Addiction
3.
Ask your students: What is addiction, and how does it happen? Explain to students that people often use the word “addiction” in a very general way. They’ll say, “I’m addicted to pizza,” or “I’m addicted to that television show,” referring to any behavior someone might find pleasurable and doing excessively. However, when it comes to behaviors such as tobacco use or drug use, “addiction” means something very different. With true addiction, the following things happen: W
The substance produces a pleasant feeling.
W
Over time, you need to use more and more of the substance to obtain this pleasant feeling.
W
If you stop using the substance, you will feel unpleasant feelings called withdrawal symptoms. You will feel better only if you can use more of the substance.
W
You will continue to use this substance to pursue this pleasant feeling and avoid feeling bad, even if you know the substance is harming your body.
4.
In tobacco, the drug nicotine is the substance that causes addiction to smoking and other tobacco use. Nicotine is found in all tobacco products: cigarettes, cigars, pipe tobacco, smokeless (chewing) tobacco, bidis, kretek, etc. Show the Addiction Cycle graphic of how a young person can quickly become addicted to tobacco. Pleasant feelings: Smoking a cigarette may cause some initial dizziness or nausea as a person becomes accustomed to inhaling smoke. But it also produces a pleasant sensation almost immediately. This sensation is caused by nicotine. Within seconds of inhaling tobacco smoke (or placing a plug of smokeless tobacco in the mouth),
Page 9.5.5
Lesson 9-5: Hooked! What Is It to Be Addicted?
Procedures: (continued) nicotine is absorbed into the bloodstream where it quickly travels to the brain. Here, the nicotine causes chemical changes in the brain that produce the pleasant sensation. This pleasant feeling wears off quickly, and the smoker must inhale more smoke to experience that pleasant feeling again. The desire for these sequences of “nicotine hits” is what encourages more regular use. The need to use more and more As a person starts to use tobacco (and nicotine) regularly, their brain and body become less sensitive to the pleasurable effects of nicotine. This is called building up tolerance, and means that the smoker or smokeless tobacco user needs to smoke (or chew) more, and more often, in order to receive the same pleasurable sensations as he did before. Withdrawal symptoms As the body becomes accustomed to nicotine, your body and brain cells become dependent on the nicotine in tobacco. While nicotine may produce pleasurable sensations in the body, withholding nicotine starts to cause a number of unpleasant sensations, which range from mild to severe: W
Feeling restless
W
Feeling irritable, moody or tense
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Insomnia
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Headaches or dizziness
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Sweating and unsteadiness
W
Nausea or physical illness
These physical symptoms are known as withdrawal symptoms. Withdrawal can be a very uncomfortable feeling, and is the reason why most people find it so difficult to quit smoking after becoming addicted to nicotine. To relieve these withdrawal symptoms, the smoker or tobacco user must smoke another cigarette, or place another plug of smokeless tobacco in their mouth. Hooked! Addiction can happen very quickly, especially in young people. Some teenagers start experiencing withdrawal symptoms, even if they feel they are just “playing around” and smoking a few cigarettes a week! When a person is dependent on nicotine, they feel that they don't have a choice about using tobacco anymore. They feel they must use tobacco. They must plan where they go and what they do so that they will be able to use the drug nicotine. It is like carrying a ball and chain. Addiction creates a feeling of need—a craving-in your body and your brain.
Page 9.5.6
Lesson 9-5: Hooked! What Is It to Be Addicted?
Procedures: (continued) People who are addicted to nicotine in tobacco will continue to smoke, even if they know they are doing great harm to their health. This is why you often hear smokers say, “I know I should quit. But I can’t.”
6 So you smoke another cigarette. And the cycle starts over again.
1
Within seconds of inhaling, nicotine speeds its way to your brain.
5
Over time, your brain becomes accustomed to nicotine stimulation. Once this happens, you experience unpleasant withdrawal symptoms if your nicotine craving is not satisfied.
4
Your brain starts to crave another “hit” of nicotine— telling you to smoke another cigarette.
2
In your brain, nicotine causes the release of a chemical called dopamine which stimulates feelings of pleasure and relaxes you.
3
But as soon as you stop smoking, this stimulation wears off as the nicotine level in your body falls.
L95_AddictionCycle
5.
Most people who experiment with, and begin to casually use, tobacco, plan to quit when they get older. But most people find it very difficult to quit once they've become addicted. Research shows that nicotine is as addictive as cocaine and heroin. Ask students to think about what this means.
Journal: Knowing what you know about the harmful substances in tobacco, what do you think about becoming addicted to
One Addict’s Story: A moving account of the difficulty of quitting—even in the face of the death of a loved one from lung cancer—can be found at: http://whyquit.com/whyquit/ BryanLeeCurtis.html or on the accompanying CD (in the folder “WebPages”, titled “Smoking Kills - Bryan Story”). The story is an apt illustration of the absolute hold of tobacco addiction.
smoking? What do you think is the best way to avoid becoming addicted to tobacco?
Page 9.5.7
Smoking Kills
"He Wanted You to Know"
On the day of Bryan's death, June 3, wife Bobbie and son Bryan keep a bedside vigil. The recent photo of father and son is on the bed. [Times photo: V. Jane Windsor]
by Sue Landry
Bryan Curtis started smoking at 13, never thinking that 20 years later it would kill him and leave a wife and children alone. In his last weeks, he set out with a message for young people.
ST. PETERSBURG -- Cigarette smoke hangs in the air in the room where Bryan Lee Curtis lies dying of lung cancer. His head, bald from chemotherapy, lolls on a pillow. The bones of his cheeks and shoulders protrude under taut skin. His eyes are open, but he can no longer respond to his mother or his wife, Bobbie, who married him in a makeshift ceremony in this room three weeks ago after doctors said
there was no hope. In Bryan's emaciated hands, Bobbie has propped a photograph taken just two months ago. It shows a muscular and seemingly healthy Bryan holding his 2-year-old son, Bryan Jr. In the picture, he is 33. Bryan Lee Curtis, then 33, holds son Bryan He turned 34 on May 10. Jr., 2, in this March 29 photo. Curtis would die about two months later. [Photo: Curtis
A pack of cigarettes and a lighter sit on a table near Family] Bryan's bed in his mother's living room. Even though tobacco caused the cancer now eating through his lungs and liver, Bryan smoked until a week ago, when it became impossible. Across the room, a 20-year-old nephew crushes out a cigarette in a large glass ashtray where the butt joins a dozen others. Bobbie Curtis says she'll try to stop after the funeral, but right now, it's just too difficult. Same for Bryan's mother, Louise Curtis. "I just can't do it now," she says, although she hopes maybe she can after the funeral. Bryan knew how hard it is to quit. But when he learned he would die because of his habit, he thought maybe he could persuade at least a few kids not to pick up that first cigarette. Maybe if they could see his sunken cheeks, how hard it was becoming to breathe, his shriveled body, it might scare them enough. So a man whose life was otherwise unremarkable set out in the last few weeks of his life with a mission.
*** Bryan started when he was just 13, building up to more than two packs a day. He talked about quitting from time to time, but never seriously tried. Plenty of time for that, he figured. Older people got cancer. Not people in their 30s, not people who worked in construction, as a roofer, as a mechanic. He had no health insurance. But he was more worried about his mother, 57, who had smoked since she was 25. "He would say, "Mom, don't worry about me. Worry about yourself. I'm healthy,' " Louise Curtis remembers. "You think this would happen later, when you're 60 or 70 years old, not when you're his age." He knew, only a few days after he went to the hospital on April 2 with severe abdominal pain, how wrong he had been. He had oat cell lung cancer that had spread to his liver. He probably had not had it long. Also called small cell lung cancer, it's an aggressive killer that usually claims the lives of its victims within a few months. While it seems unusual to the Curtis family, Dr. Jeffrey Paonessa, Bryan's oncologist, said he is seeing more lung cancer in young adults. "We've seen lung cancer earlier and earlier because people are starting to smoke earlier and earlier," Paonessa said. Chemotherapy sometimes slows the process, but had little
effect in Bryan's case, he said. Bryan also knew, a few days after the diagnosis, that he wanted somehow to try to save at least one kid from the same fate. He sat down and talked with Bryan Jr. and his 9-yearold daughter, Amber, who already had been caught once with a cigarette. But he wanted to do more. Somehow, he had to get his story out. When he still had some strength to leave the house, kids would stare. "They'd come up and look at him because he looked so strange," Louise Curtis said. "He'd look at them and say, "This is what happens to you when you smoke.' "The kids would say, "Oh, man. I can't believe it,' " Louise Curtis said. In the last few weeks, Bryan's mother has been the agent for his mission to accomplish some good with the tragedy. She has called newspapers and radio and television stations, seeking someone willing to tell her son's story, willing to help give him the one thing he wanted before he died. Bryan never got to tell his story to the public. He spoke for the last time an hour before a visit from a Times reporter and photographer. "I'm too skinny. I can't fight anymore," he whispered to his mother at 9 a.m. June 3. He died that day at 11:56 a.m., just nine weeks after the diagnosis. Bryan Lee Curtis Sr. was buried at Memorial Park Cemetery in St. Petersburg on June 8, a rare cloudy day that threatened rain. At the funeral service at nearby Blount, Curry and Roel Funeral Home, Bryan's casket was open and 50 friends and relatives could see the devastating effects of the cancer. Addiction is more powerful. As the graveside ritual ended, a handful of relatives backed away from the gathering, pulled out packs of cigarettes and lit up.
Originally Published on June 15, 1999 in the St. Petersburg Times Posted at www.WhyQuit.com on July 15, 1999
January 23, 2001 - "It's almost been 2 years now. We set and watch home movies of us. His son is missing him too. Christmas was the worst. He had to go outside and show his dad what he got for Christmas. That really tore me up." Bobbie Jo Curtis
February 28, 2002 - Bobbie indicates that Bryan's mother was able to quit smoking following her son's death. Bryan Jr. will turn six on August 23, 2002, at which time he will have been fatherless for more than half his life. Email Bobbie and Bryan Jr.
Have you met Noni? Have you heard 19 year old Sean's message ... ... or from those lucky enough to survive the worst scare of their life! Why do two million middle-aged smokers smoke themselves to death each year? Will you be one of them? Knowledge is power!
WhyQuit.Com | About Us | Contact Us | Link to Us | What's New?
Last Updated on August 10, 2003 byJohn R. Polito
Lesson 9-5 Graphic: The Addiction Cycle
The Addiction Cycle
6
So you smoke another cigarette. And the cycle starts over again.
1
Within seconds of inhaling, nicotine speeds its way to your brain.
5
Over time, your brain becomes accustomed to nicotine stimulation. Once this happens, you experience unpleasant withdrawal symptoms if your nicotine craving is not satisfied.
4 Your brain starts to crave
another “hit” of nicotine— telling you to smoke another cigarette.
2
In your brain, nicotine causes the release of a chemical called dopamine which stimulates feelings of pleasure and relaxes you.
3
But as soon as you stop smoking, this stimulation wears off as the nicotine level in your body falls.
Lesson 9-6
Knowing the Rules about Smoking Introduction: The goals of this lesson are to familiarize students with the school's tobacco use policies, to consider why such policies are important, and to think about the responsibilities leaders in the schools—students and educators—and in the broader community have to promote healthful and safe behavior.
Lesson Objectives: By the end of Lesson 9-6, students will: W
be familiar with school policy related to smoking by reviewing the school's code of conduct.
W
know and understand the rules and regulations that govern tobacco use in their local community.
Materials: W
School smoking policy in student or faculty handbook (if available)
Key Terms: penalty: consequences of disregarding policies, or disobeying rules and regulations policy: rules and regulations that govern behaviors such as smoking
Page 9.6.1
Lesson 9-6: Knowing the Rules about Smoking
Procedures: 1.
Teacher’s Note:
Review the school policy related to smoking on campus: W
Is anyone allowed to smoke at school?
W
Are there designated smoking areas?
W
Can adults smoke at extra-curricular activities on campus
Ask the students what they think of these rules and regulations. Are they fair? Are they enforced? Are they enough? Do they need to do more?
such as sports events? What about on weekends?
2.
W
What support does the school provide to help smokers quit?
W
What are the consequences of students smoking?
Point out that students often interpret school rules as simply yet another restriction on students’ behaviors. Yet what about smoking outside of school?
Ask your students: W
Are there rules outside of school that control where people may or may not smoke? What about smoking at the mall? In the park? At the beach? In the workplace? In restaurants?
W
Data Resource: It is useful to be familiar with the ordinances governing smoking and tobacco use in your local community. Your community’s ordinances may be listed on sites such as the following:
Why do you think these rules were made? Ask your class to consider rules governing smoking in places beyond the school, including: the workplace, restaurants and bars, public spaces such as parks, etc.
www.no-smoke.org/lists.html In addition, some state and local governments and other private agencies maintain state-specific lists, such as the following for New Jersey:
Students may interpret school rules as simply another
www.njgasp.org
restriction on their behaviors. Point out the role of such restrictions in other aspects of regular life for everyone (e.g., working, shopping, going to the park or mall, seeing a movie, etc.). Point out that rules seen as restricting student behaviors may also be seen as designed to promote health and discourage unhealthful behaviors.
3.
Ask students to consider the following questions: W
Do older students influence younger students? In what ways? What about popular students? Athletes?
W
Do teachers and other adults at school influence students? In what ways?
W
If a student who is on the basketball team or in a school club gets caught smoking, should they be excluded from games or club activities?
W
Is it okay for some people to break smoking rules? Who?
W
Do you think it is cool to break rules?
Page 9.6.2
Lesson 9-6: Knowing the Rules about Smoking
Procedures: (continued) 4.
Teacher’s Note:
Ask students to consider the following statement: Some people have a strong influence on others because of who they are or what they do. These people should have to behave more responsibly to set good examples for others. Divide the class into two groups. Each group will take opposite
You may have to provide an example of, for example, a sports star who behaves badly, or a movie star who smokes. Are these people sometimes allowed to break the rules? Why do you think this is so?
positions on this statement—for and against. Explain to students that they must argue these positions as though they very firmly believe them! The discussion must include the following rules: W
Be respectful of others
W
Don't interrupt
Allow each team five minutes to express their views initially. Then allow each team an additional five minutes to provide a rebuttal statement to the other team’s arguments. Finally, ask each team to make a summary statement.
5.
Facilitate a discussion to find out what the experience was like, what they learned, and whether anyone’s opinions were swayed one way or another on this issue.
Journal: Who are the people that you look up to? Why do you look up to them? If they did something that was unhealthy, unkind, or wrong, how would it affect your feelings and actions?
Page 9.6.3
Lesson 9-7
Saying “No!” to Tobacco Introduction: In this lesson, students are asked to critically examine advertising
strategies that have been undertaken by tobacco companies. They are also asked to examine samples of anti-tobacco advertising that have borrowed similar strategies to market the ideas of avoiding tobacco. Students are encouraged to think about how they are influenced and in turn can influence others when it comes to behaviors such as tobacco use.
Lesson Objectives: By the end of Lesson 9-7, students will be able to: W
Critically examine both tobacco and anti-tobacco advertising strategies
W
Present arguments, via a composed letter to an imaginary person who is considering smoking, for being smoke-free
W
Present strategies for refusing cigarettes when offered.
Materials: W
Anti-tobacco advertising samples (provided on CD)
W
Stationery for letters
Page 9.7.1
Lesson 9-7: Saying “No!” to Tobacco
Procedures: 1.
Review with your students the Tobacco Advertisement worksheets handed out in Lesson Module 9-3. Ask first about instances in which students saw smoking or tobacco usage on television. As students relate the circumstances, ask them to think about how the act of smoking was portrayed. For example, a nervous character might be seen to reach for a cigarette, portraying the notion of a “relaxing smoke”; or a popular character may pull out a cigarette and light up in front of friends, portraying the notion of “cool”; or a character may intimidate another by blowing smoke in the other’s face, portraying the notion of “power”; or a character may be shown as looking foolish when they smoke, providing a negative portrayal of smoking. Discuss how people’s views of smoking can be shaped by what they see on television and in the movies. Ask students to review the places they observed tobacco advertisements. See who came up with the greatest number of locations and types of advertisements. If people noticed clothing, explain that these items are often promotional items—given away for free—that were once distributed by the tobacco companies. Ask students to think about why a company would give away a free shirt or hat. Discuss how this type of marketing might influence a person’s decision to buy certain products. Ask students if anyone saw smoking in a movie. Discuss with students that cigarette companies used to pay to have their products displayed in movies (product placement). Ask the students if they think this type of advertising works or not.
Teacher’s Note: As part of the 1998 Tobacco Master Settlement Agreement that was reached between major tobacco companies and 46 states, the tobacco industry agreed to a number of new restrictions on tobacco advertising (joining the ban on television advertisements for tobacco products). Included in these restrictions are bans on the use of cartoons in advertising or packaging for tobacco products; elimination of most outdoor advertising, including billboards, and signs and placards in arenas, stadiums, shopping malls, and on transit (e.g., buses and trains); and forbids the sale or distribution of apparel and merchandise with brand name logos (although many tobacco companies continue to give away free merchandise in exchange for “points” or “coupons” that accrue with each purchase of cigarettes. The Master Settlement Agreement also bans payments to promote tobacco products in movies, on television shows, in videos and video games, and other entertainment. Tobacco companies are also prohibited from brand name sponsorship of events with a significant youth audience (football, basketball, baseball, hockey and soccer). You can read more about this at: http://caag.state.ca.us/tobacco/resources/ msasumm.htm
An Interesting Anecdote: Although it may be dated to discuss Steven Spielberg’s movie E.T., it may be instructive to relate the tale of how the film boosted sales of a particular brand of candy. In the movie, the young boy Elliot uses candy to lure E.T. into his home. The scene established the bond between the boy and the extra-terrestrial that is at the heart of the film. The scene shows E.T. making satisfying noises as it follows and eats the colorful trail of candy into Elliot’s bedroom. The filmmakers approached the makers of
M&M candies to see if they could use that product in the film. But the Mars Candy company balked, unsure if they wanted their candy associated with a “space and aliens” movie. The filmmakers instead turned to the makers of Reese’s Pieces, and the distinctive orange packaging was clearly displayed throughout the scene. After the release of the movie, sales of Reese’s Pieces jumped dramatically, even though the name of the product was never mentioned in the film.
Page 9.7.2
Lesson 9-7: Saying “No!” to Tobacco
Procedures: (continued) 2.
Ask students if any of them have ever seen advertisements against tobacco—that is, anti-tobacco advertising? Ask them to describe these advertisements and messages. Review other available printed anti-smoking advertisements. Ask the following questions: W
What messages do you see in these anti-tobacco advertisements and messages? (e.g., smoking is bad for health, smoking is stupid, smoking is bad for non-smokers, tobacco companies are making a hard-sell, tobacco companies lie, cigarettes are like poison, etc.)
W
Which of these messages do you think best communicates an anti-smoking message? Why?
W
Which of these messages do you think work best for Deaf youths? Or, do you think that the messages could be adapted in a better way to reach Deaf youth? How?
W
Which of their arguments do you find the most convincing, and why?
L97_YouthTruth01
Source: www.trinketsandtrash.org
How do these ads get their message across? Are their messages clear? Why or why not? Do you think the messages are effective?
L97_YouthTruth02
Source: www.trinketsandtrash.org
L97_YouthTruth03
Source: www.trinketsandtrash.org
Page 9.7.3
Lesson 9-7: Saying “No!” to Tobacco
Procedures: (continued)
L97_ButtsGross
L97_JoeChemo
Source: www.trinketsandtrash.org
Source: www.trinketsandtrash.org
L97_UtterFool
Source: www.trinketsandtrash.org
s What about these ads that use humor? What do you think the messages are? Are they effective? Why or why not?
L97_MarlboroCountry
Source: www.trinketsandtrash.org
What about this advertisement? Who do you think the target is? Do you think the message is clear?
L97_Scent
Source: www.trinketsandtrash.org
L97_Girnoneck
Source: www.trinketsandtrash.org
Page 9.7.4
Lesson 9-7: Saying “No!” to Tobacco
Procedures: (continued)
L97_nightclub
L97_ammonia
L97_fence
Source: The American Legacy Foundation
Source: The American Legacy Foundation
L97_karma
Source: The American Legacy Foundation
Source: The American Legacy Foundation
s Are you familiar with the Truth advertisements? These advertisements were created by the American Legacy Foundation as part of a campaign targeted especially at young people: The Truth Campaign.
L97_TruthCowboy
Source: The American Legacy Foundation
The focus of these advertisements has been to get the “truth” out about tobacco, and that has been hidden by the companies that make tobacco products. How convincing or effective are these advertisements?
Teacher’s Note: Students can explore for themselves the American Legacy Foundation’s website at: www.thetruth.com
Page 9.7.5
Lesson 9-7: Saying “No!” to Tobacco
Procedures: (continued)
L97_LatinoColorade
L97_NoEscapeChinese
Source: www.trinketsandtrash.org
L97_NoEscape_English
Source: www.trinketsandtrash.org
Source: www.trinketsandtrash.org
L97_Thai01
L97_Japanese
Source: www.trinketsandtrash.org
Source: www.trinketsandtrash.org
s What about these messages aimed at different ethnic groups? Looking just at those non-English advertisements, can you still figure out the message of the ad? What might this say about the need to reach out to those groups that are less literate in English?
L97_Chinese02
Source: www.trinketsandtrash.org
Page 9.7.6
Lesson 9-7: Saying “No!” to Tobacco
Procedures: (continued)
L97_weapon
Source: www.trinketsandtrash.org
s L97_ChewComponents
3.
Source: www.trinketsandtrash.org
L97_Frog
What about these advertisements that point to the content of cigarettes and smokeless tobacco?
Ask students to think about the best ways to reach Deaf youth like themselves with anti-tobacco information. What would the best channels be? Television? The internet? In school? Through plays or other popular entertainment? What about the use of media that have been adopted by the Deaf, such as instant messaging, text messaging, the internet, and other communication modes?
Ask your students: W
If you were trying to reach the Deaf with anti-tobacco information, which approach would you use?
4.
Ask students to review the facts and myths they have learned about smoking in Lesson 9.5: W
Most smokers started when they were young. By the 8th grade, 28%, or about 3 out of 10 persons say they have tried smoking. By 10th grade, 43%, or about 4 out of 10 persons. By 12th grade, 53%, or a little more than half of all young people say they have tried smoking at least once.
Page 9.7.7
Lesson 9-7: Saying “No!” to Tobacco
Procedures: (continued) W
Most smokers wish they had never tried smoking. More than one out of every three young people who ever try smoking a cigarette become regular, daily smokers before leaving high school.
W
Most young smokers think they can stop whenever they want. 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.
W
Most smokers have a hard time quitting because nicotine is very addictive. By high school, nearly three out of every four regular smokers have already tried to quit smoking, and failed.
5.
Review (from lessons 9-2 and 9-3) for your students some of the reasons why young people start to smoke cigarettes or use tobacco.
6.
The following exercise can be done individually or in groups. Explain to students that a person their age named Jamie is thinking about smoking. Jamie has not yet decided but feels a lot of pressure to smoke. The task for your students is to write a letter to Jamie to convince him NOT smoke. Remind your students to think about the following: W
What anti-smoking messages do you find to be the most compelling?
W
What strategies do you think Jamie can use to resist the pressure to smoke?
Remind students of the refusal skills that have been discussed in Lesson 9-2:
7.
W
Be direct
W
Change the subject
W
Think of a clever response
W
Joke
W
Walk Away or Avoid the Situation
W
Blame an Adult
When the letters are complete, ask your students to share their letters with the class. Discuss the range of ideas that were suggested.
Journal: Did you ever do something because of peer pressure that you regretted later on? What would have stopped you? Who could have influenced you to make a different decision?
Page 9.7.8