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Back Off
Tobacco
Tobacco Education for
Manitoba Students
Grade 10
Manitoba Healthy Living, Youth and Seniors
Addictions Foundation of Manitoba
Manitoba Education
Table of Contents
Welcome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What to emphasize when teaching Back Off Tobacco . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What to avoid when teaching Back Off Tobacco. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Helping high-risk students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Creating community support for tobacco education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A final note, if you smoke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
4
5
6
7
7
Grade 10 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Grade 10 goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Health education curricular overview for Grade 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Grade 10 lessons at a glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson One – Decade Deliberations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decade Deliberations Backgrounder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decade Deliberations: Buyer Beware! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1920s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1930s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1940s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1950s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1960s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1970s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1980s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco Industry PROPAGANDA – the 1990s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ads Through the Decades – Group Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
16
20
21
22
23
24
25
26
27
28
29
Lesson Two – Meaningful Marketing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Common Advertising Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Common Social Marketing Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Telling It Like It Is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
So, Hellooooo? What’s This Smoking All About?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Second Time Around. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Shock Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Spit Tobacco, Cigars and Light Cigarettes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Selling Sickness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Addiction and Quitting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Around the World – The Smoke is Spreading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Getting It. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Commercial Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson Three – Under the Influence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is Advocacy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ways to Make Your World Tobacco-free. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Newspaper Advocacy Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tobacco-free Community Skit Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
47
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Welcome
Welcome to Manitoba’s Back Off Tobacco resource package for teachers.
The following lessons and information pages are matched to selected
learning outcomes contained in the Kindergarten to Grade 12 Physical
Education/Health Education Manitoba Curriculum Framework of Outcomes
for Active Healthy Lifestyles (www.edu.gov.mb.ca/k12/cur/physhlth/
framework/index.html). In addition, some lessons include curricular
connections with math, science and English language arts.
This package has been developed through the efforts of three organizations:
­Manitoba Healthy Living, Youth and Seniors; the Addictions Foundation
of Manitoba and Manitoba Education.
Other jurisdictions across Canada have also created similar programs
for the delivery of tobacco education in schools. This resource is built
particularly on the work done in British Columbia.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 1
Acknowledgements
We gratefully acknowledge the permission of The Heart
and Stroke Foundation of British Columbia and Yukon to
use bc.tobaccofacts as a base for many of the lessons and
resources in Back Off Tobacco.
Additionally, we would like to thank the teachers, librarians
and specialists from the various organizations and schools
in Manitoba and British Columbia who have helped find
materials, suggest approaches and try out the lesson plans.
Without this work, we would not be able to move forward
with confidence.
© 2009 Addictions Foundation of Manitoba
Page 2 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Introduction
Tobacco education can be controversial
because students’ relatives or family members
may use tobacco and be addicted to it. This
introductory section includes ways in which
those concerns can be managed.
Although education about tobacco has
taken place in Manitoba schools for a long
time, Back Off Tobacco matches lessons to
the Substance Use and Prevention-related
learning outcomes in the Kindergarten to
Grade 12 Physical Education/Health Education
Manitoba Curriculum Framework of Outcomes
for Active Healthy Lifestyles document.
The focus of the curricular outcomes is on
developing age-appropriate communication
and interpersonal skills, including
assertiveness and resistance training, that
promote health-enhancing decision-making
to avoid/refuse use of harmful products,
including tobacco.
In addition, many of the lessons in Back Off
Tobacco have applications in other curricular
areas, such as science, math and especially
English language arts. Each lesson lists
specific outcomes from the English specific
learning outcomes documentation.
This publication may include links to websites
to help you find other relevant information
quickly and easily. This publication does not
endorse or approve the contents of any third
party websites referenced within.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 3
What to emphasize when teaching
Back Off Tobacco
Young people start to smoke for a variety of reasons, so it’s no surprise that some approaches
work better than others with different students and different grade levels. In Canada, effectiveness
criteria for school prevention programs have been identified by Health Canada and the National
Cancer Institute of Canada.1 They are consistent with the guidelines identified by the U.S. Center
for Disease Control and Prevention and suggest approaching tobacco education on several
fronts, including the following six messages:
Show the effects – immediate and
1 long term – on the student’s body,
appearance and social life
Programs should help students understand
that tobacco use can lower their stamina,
stain their teeth, make their breath smell
bad, make their clothes smelly, worsen their
asthma and make their non-smoking friends
avoid them. Equally, programs should help
students understand that keeping their body
healthy from an early age gives them a better
chance for a healthier life as they grow into
adulthood and beyond to middle- and old age.
Emphasize new social attitudes that
2 make smoking an antisocial activity
Programs should aim to make tobacco use
less socially acceptable, highlight the antitobacco attitudes already held by society,
and help students understand that most
adolescents don’t smoke.
Highlight better ways than smoking
3 to be accepted, appear mature and
cope with stress
Programs should help students understand
that some adolescents smoke so they’ll be
accepted by peers, appear mature or be
better able to cope with stress. Programs
should help students develop more positive
ways of reaching those goals.
Debunk social influences
4 that promote tobacco use
Programs should help students develop skills
in recognizing and refuting tobacco promotion
messages from the media, adults and peers.
Reinforce skills for resisting social
5 influences that promote tobacco use
Programs should help students develop
refusal skills and develop the motivation
to use them through direct instruction,
modelling, rehearsal and reinforcement.
Students should also learn to help others
develop these skills.
Nurture general personal
6 and social skills
Programs should help students develop the
assertiveness, communication, goal-setting
and problem-solving skills that let them
avoid both tobacco use and other health
risk behaviours.2
Sources:
1
Health Canada (1994) School Smoking Prevention
Programs: A National Survey. Minister of Supply and
Services, Canada.
2
Centers for Disease Control and Prevention (1994)
“Guidelines for school health programs to prevent
tobacco use and addiction.” Morbidity and Mortality
Weekly Report, 43 (RR-2), 1-18.
Page 4 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
What to avoid when teaching
Back Off Tobacco
With so much at stake, it’s easy to go overboard. Watch out for these pitfalls:
Suggesting that
1 kids who smoke are “bad”
More often than not, this approach backfires,
especially with high-risk students, because
it makes smoking a vehicle for rebellion.
Furthermore, there are students in your
classroom who are experimenting with
tobacco, are occasional smokers (they may
not buy their own but they’re happy to smoke
OPs – other people’s) or are already hooked
on nicotine. Labelling young people who
smoke as “bad” won’t teach them – or their
peers – anything, because labels don’t teach;
instead, they diminish interest in learning
new responses to existing behaviour.
Implying that smoking is “dumb”
2 Young people need to be able to respect
their parents and other adults in their lives,
regardless of whether or not they smoke. By
learning that nicotine is addictive, and that
society has only recently realized how deadly
smoking is, young people can separate their
own choices from the choices adult smokers
have made in the past.
Excluding students who have
3 already decided not to smoke
Some students may have already decided not
to smoke. If this is the case, they can learn
ways to support others to choose not to use
tobacco. They will also learn skills that will
help them to make healthy choices in other
parts of their lives.
Encouraging teens to
4 criticize smoking at home
Even indirectly, this is a big mistake. Some
parents may see the school intruding into their
lives, and you could lose any support they’ve
been giving your smoking prevention efforts.
Help these youth realize that many adults
smoke because it’s difficult to quit, not because
they want to cause harm to themselves.
Expecting teens to assert their rights
5
Kids will learn that second-hand smoke
is harmful, and they will learn the skills to
negotiate difficult social situations. But
they may experience conflict, fear and/or
embarrassment that family members would
do something to harm others. Support kids to
separate their feelings about smoking (which
is harmful) from how they feel about the
smoker (who is addicted).
Telling teens smoking will kill you
6 This may induce anxiety in students
whose parents or relatives smoke. Be sensitive
in how you use information about fatal diseases
by emphasizing that these risks are generally
long-term, and that quitting smoking can
reverse this trend.
Warning older students
7 they’ll die if they smoke
Frankly, they won’t believe you and research
shows this threat can do more harm than
good. It’s better to focus on the immediate
consequences: stinky breath, hair and clothes;
yellow teeth and fingers, addiction, bad
breath, clinging tobacco smell, financial costs,
increased coughing, illness, asthma attacks
and bronchial infections.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 5
Thinking you’ve failed
8 if a student starts smoking
Young people start smoking for many complex
reasons. Sometimes it’s the norm in their
homes, a way of coping with stress, a rite
of passage or a badge of independence.
You’re competing with a very powerful media
machine, as well as strong cultural forces.
As long as society continues to send mixed
messages about smoking, young people will
continue to take up the habit.
The best you can do is to foster critical
thinking, boost your students’ self-esteem
and equip them with the skills, motivation
and information they need to make their
own positive lifestyle choices. It is especially
important to help kids develop the belief that
they can resist using tobacco.
And remember: you’ll probably see some of
your students smoking. What you’ll never
see is how many didn’t start because of their
classroom experience.
Helping high-risk students
Many factors can put students at a higher risk
of using tobacco. Some of the key indicators are:
• lower economic status
• less-educated family
• peers who use tobacco
• parents and siblings who use tobacco
•living in a community that supports the use
of tobacco
•periods of major transition such as moving
from one school to another, family discord
and so on
You can respond to these factors by using
certain strategies in the classroom. You’ll find
that Back Off Tobacco lessons are set up to
encourage the following teaching strategies:
•deliver lessons that are inclusive and
developmentally appropriate
•involve group work with leadership
opportunities
•encourage students to recognize and
critically examine the factors that may
lead them to use tobacco
•lower self-esteem
•offer a variety of student-centred activities
that encourage critical thinking
•poor academic record
•reinforce success
•rebellious or “deviant” behaviour patterns
•redirect their rebelliousness towards the
marketing strategies of the tobacco industry
Page 6 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Creating community support
for tobacco education
To be most effective, a tobacco-free message
should reach students in as many ways as
possible. Here are ways to involve others and
make the most of your tobacco-free teaching.
Review your school’s smoking policy
Schools that allow smoking on their grounds
graduate 25 per cent more smokers per class
than schools that don’t.1 Without smoke-free
policies, an anti-tobacco curriculum can be
seriously undermined.
Include parents
Find ways to allow parents to support
your efforts and feel included. You’ll find
some suggestions in the Home/Community
Involvement section of the lesson plans.
Encourage your students to explore
the many resources in your community
Regional advocacy groups and other health
workers can offer posters, brochures, videos,
websites and guest speakers to supplement
your lessons.
Co-ordinate your lessons around
provincial or national events
You can make the most of provincial or nationwide publicity by participating in events such
as National Non-Smoking Week (held each
year during the third week of January), World
No Tobacco Day (sponsored each May 31st by
the World Health Organization) and National
Drug Awareness Week (third week of November).
orter, Alan. Disciplinary attitudes and cigarette
P
smoking: A comparison of two schools. Family Medicine,
vol 285, 11 December 1982, 1725-27.
1
A final note, if you smoke
It can be tempting to hide your own smoking from your students.
But having them catch you smoking if you haven’t come clean with
them can lead to real disillusionment.
So why not use your position to advantage?
•Encourage your students to ask you questions they might normally
find awkward, like “Why do you smoke, if you know it’s bad for
you?” Or, “If you smoke, why aren’t you sick?”
•Let your students know you want to help them avoid a mistake
you’ve made.
•That said, please don’t smoke in front of your students. On or off
school property, you continue to be a powerful role model for them.
•If you quit smoking, share the experience with them so they can
appreciate your reasons and know firsthand how difficult quitting is.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 7
Grade 10
Overview
Grade 10 goals
Back Off Tobacco is a learning resource that
supports the physical education/health education
curriculum through a focus on tobacco education
and smoking prevention. Living smoke free is part
of a broader emphasis on healthy living. Other
aspects of healthy living include eating good food
and getting active in work and play.
Back Off Tobacco also provides connections to the
English language arts specific learning outcomes
for each grade level.
Involving others in extending Back Off Tobacco
Back Off Tobacco also offers opportunities to
involve parents, guardians and the community in
the students’ progress especially in the earlier
grades, most notably through the extensions to
lessons and, in some cases, where students can
display their work or use their parents or guardians
as resources.
Health education curricular overview
for Grade 10
•The K to Grade 12 Back Off Tobacco materials follow the Kindergarten to Grade 12 Physical Education/
Health Education Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles
(PE/HE Framework).
•Each lesson in Back Off Tobacco lists the applicable supported Specific Learning Outcomes (SLOs) from
the PE/HE Framework.
In general, the Grade 10 Back Off Tobacco lessons focus on the Grade 10 SLOs below.
From General Learning Outcome (GLO) 5: Healthy Lifestyle Practices
Number
Strand and Sub-strand
Specific Learning Outcome (SLO)
K.5.10.D.1
Knowledge > Substance Use and
Abuse Prevention > Helpful and
Harmful Substances
Analyze issues (e.g., substance dependence, addiction,
medical concerns, law, ethics, effects on families/
friends) concerning the use and abuse of legal and
illegal substances (e.g., alcohol, prescription drugs,
tobacco, marijuana, steroids/performance-enhancing
substances, street drugs).
K.5.10.D.2
Knowledge > Substance Use
and Abuse Prevention > Effects
of Substance Use (Science
Connections)
Evaluate the legal aspects and consequences of
substance use abuse and addiction, (e.g., drinking
and driving, street drugs, inhalants).
K.5.10.D.3
Knowledge > Substance Use
and Abuse Prevention > Factors
Affecting Substance Use
Examine current statistics on substance use as it affects
healthy living, locally and nationally.
S.5.10.A.4
Skills > Application of DecisionMaking/Problem-Solving Skills >
Substance Use and Abuse
Analyze effective responses (e.g., refusal statements,
avoidance statements) to problems regarding substance
use and abuse (e.g., alcohol, drugs, tobacco, steroids/
performance-enhancing substances, street drugs and
inhalants) by self or others.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 9
From General Learning Outcome (GLO) 4: Personal and Social Management
Number
Strand and Sub-strand
Specific Learning Outcome (SLO)
K.4.10.A.3
Knowledge > Personal and
Social Management > Personal
Development > Decision-Making/
Problem Solving Process
Analyze factors (i.e. values, beliefs, peers, media,
environment, finances) that influence personal and/or
group decisions for active, healthy lifestyles.
K.4.10.C.1a
Knowledge > Personal and Social
Management > Mental-Emotional
Development > Feelings and
Emotions > Self-Expression
Describe the behaviours necessary for providing others
with support (e.g. listen to a friend in difficulty) and
promoting emotional health and well-being.
Page 10 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Grade 10 lessons at a glance
Lesson
PE/HE Learning
English Language Arts
Outcomes Connections Curricular Connections
Lesson Focus
LESSON ONE
Students:
Decade
•understand that
Deliberation
advertising is a form
Students learn
of propaganda.
to recognize how
•develop analytical
tobacco companies
skills to help them
can manipulate
resist tobacco
them through
advertising.
advertising and be
able to articulate
ways to resist
media messages.
K.4.10.A.3 Analyze
factors that influence
personal and/or group
decisions for active,
healthy lifestyles.
S.5.10.A.4 Analyze
effective responses to
problems regarding
substance use and
abuse by self or
others.
2.1.2 Comprehension Strategies:
Select, describe and use
comprehension strategies to
monitor understanding and
develop interpretations of a
variety of texts.
2.2.1 Experience Various Texts:
Experience texts from a variety
of genres and cultural traditions;
explore others’ responses to texts.
2.2.2 Connect Self, Texts and
Culture: Respond personally and
critically to individuals, events
and ideas presented in a variety of
Canadian and international texts.
2.2.3 Appreciate the Artistry of
Texts: Explore how language
and stylistic choices in oral, print
(including books) and other
media texts affect mood, meaning
and audience.
5.2.2 Relate Texts to Culture:
Identify and examine ways in
which texts reflect cultural and
societal influences.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 11
Lesson
Lesson Focus
LESSON TWO
Meaningful
Marketing
In this lesson,
students use
advertising and
social marketing
strategies to
create television
commercials
promoting
tobacco-free
lifestyles.
Students:
•identify examples
of social and
environmental
influences that
encourage teens
to use tobacco.
•identify common
advertising
and marketing
strategies.
PE/HE Learning
English Language Arts
Outcomes Connections Curricular Connections
S.5.10.A.4 Analyze
effective responses to
problems regarding
substance use and
abuse by self or
others.
K.5.10.D.3 Examine
current statistics on
substance use as it
affects healthy living,
locally and nationally.
•demonstrate how
strategies used by
tobacco companies
to target specific
groups can also be
used to promote
tobacco-free
lifestyles.
2.3.4 Experiment with Language:
Experiment with language, visuals
and sounds to create effects for
particular audiences, purposes
and contexts.
2.3.5 Create Original Texts: Create
original texts to communicate
ideas and enhance understanding
of forms and techniques.
4.2.4 Enhance Artistry: Use an
appropriate variety of sentence
patterns, visuals, sounds and
figurative language to create a
desired effect.
4.2.5 Enhance Presentation:
Experiment with strategies and
devices to enhance the clarity of
presentations.
5.2.2 Relate Texts to Culture:
Identify and examine ways in
which texts reflect cultural and
societal influences.
Page 12 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
PE/HE Learning
English Language Arts
Outcomes Connections Curricular Connections
Lesson
Lesson Focus
LESSON THREE
Under the
Influence
This lesson allows
students to use
their knowledge of
tobacco and their
imaginations to
influence others to
be tobacco-free.
Students:
•develop ways they
can influence their
peers and their
community to be
tobacco-free.
K.5.10.D.1 Analyze
issues concerning the
use and abuse of legal
and illegal substances.
K.4.10.C.1a Describe
the behaviours
necessary for providing
others with support
and promoting
emotional health
and well-being.
S.5.10.A.4 Analyze
effective responses to
problems regarding
substance use and
abuse by self or others.
K.5.10.D.2 Evaluate
the legal aspects
and consequences of
substance use, abuse
and addiction.
2.3.4 Experiment with Language:
Experiment with language, visuals,
and sounds to create effects for
particular audiences, purposes,
and contexts.
4.1.1 Generate Ideas: Generate
and combine ideas from personal
experiences and other sources
to focus a topic appropriate for
audience and purpose.
4.1.2 Choose Forms: Experiment
with a variety of forms appropriate
for content, audience and purpose.
4.1.3 Organize Ideas: Select
organizational structures and
techniques to create oral, written
and visual texts; use effective
introduction, well-organized body,
and effective conclusion to engage
and sustain audience interest.
5.1.2 Work in Groups: Demonstrate
effective group interaction skills
and strategies.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 13
Lesson One
Decade Deliberations
General Overview
Students learn to recognize how tobacco
companies can manipulate them through
advertising and be able to articulate ways to resist
media messages.
Lesson Focus
Students will be able to:
•understand that advertising is a form
of propaganda.
•develop analytical skills to help them resist
tobacco advertising.
Preparation
•Read “Decade Deliberations Backgrounder” and
“Buyer Beware! Decade Deliberations.”
•Make transparencies: “Ads Through the
Decades” and “Tobacco Advertising Techniques
– Decade Deliberations.”
•Copy “Tobacco Industry Propaganda” (one
per group).
•Copy, one per group, of the “Ads Through the
Decades Group Evaluation.”
•As an added activity, students can participate in
the Manitoba Healthy Living, Youth and Seniors
“Review and Rate” program. Please see the Note
to Teachers below.
Engaging the Learner
1.Display one of the advertisement transparencies
on the overhead projector.
2.Ask the students to look carefully at it; invite a
student to describe what is happening in the ad.
3.Ask, “Who is the tobacco company targeting
in this ad? Be specific.” (e.g., teens, young
professionals, women, working men, sports
enthusiasts, etc.).
4.Ask, “What advertising technique is used?” (You
may wish to refer to the “Tobacco Advertising
Techniques – Decade Deliberations” transparency.)
5.Ask, “How is the company distorting reality
in order to influence the reader to purchase
the product?”
6.Ask students to define propaganda and give
some examples.
7.Ask, “How does this ad fit the definition of
propaganda?” Discuss.
If this takes all the time allotted for your lesson,
assign for homework the analysis of one or two
of the advertisements from “Tobacco Industry
Propaganda” and have students list ways in
which they can resist being manipulated by this
type of advertising.
Activities
1.Divide the class into groups of three or four
students and give each group one of the ads
through the decades, a large sheet of paper and
felt pens.
2.Each group chooses a recorder, prepares
an analysis of the ad and generates a list of
ways to resist being manipulated by this type
of advertising.
3.The ad, analysis and list are then presented
to the whole class. (At the conclusion of each
presentation, you may wish to share some of
the information from the “Decade Deliberations
Backgrounder.”)
4. Display the charts.
Assessment
Use the “Ads Through the Decades Group Evaluation.”
Page 14 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Extensions
•Students may wish to create anti-tobacco
advertisements of their own based on the
different decades.
•Students could predict what types of advertising
strategies the tobacco industry will focus on in
future decades.
Home/Community Involvement
Students can show “Ads Through the Decades”
to their parents and grandparents and ask if they
remember any of them from their own childhood.
They might be surprised that some family members
can even sing the cigarette jingles that were
popular in their day. Have students ask parents
what they think of the ads now.
Note to Teachers
Manitoba Healthy Living, Youth and Seniors offers
students a Review and Rate program in which
students view and assess the effectiveness of
anti-smoking advertising from around the world.
Each year new advertisements are gathered on a
DVD, and resources are made available through
the Manitoba Healthy Living, Youth and Seniors
website.
For more information, see the Review and Rate
page at www.gov.mb.ca/healthyliving/smoking.
html
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 15
Lesson One | Teacher Info Sheet
Decade Deliberations Backgrounder
1920s – Reach for a Lucky
Instead of a Sweet
Until the mid-1920s, cigarette ads were directed to men; smoking was
considered a pastime for only the scandalous or lower-class women.
However, in the 1920s, when women began moving toward social and
civic equality, the tobacco industry went looking for women, promising
slender sophistication, pleasure and freedom. In 1925, the American
Tobacco Co. started a new campaign for Lucky Strikes, boldly urging
women to Reach for a Lucky Instead of a Sweet. (Note that before the
health risks became known, tobacco ads were quite direct in their
claims.) Lucky Strike sales soon skyrocketed 215 per cent, and the
brand was the nation’s best-seller in just two years.
1930s – Camels Promise
Healthy Nerves
During the 1930s, tobacco ads claimed affirmative health benefits
for smoking. Ads made claims such as: no throat irritation, improves
digestion, boosts your energy and steadies your nerves. A Camel ad
claiming to improve digestion also encouraged people to smoke not
only before and after meals, but also between courses. The Camel ad
shown here promises healthy nerves by smoking Camel cigarettes.
Some ads in this series showed a person trying to insert a pencil
through a small ring, with the claim that smoking Camels increased
manual dexterity.
Page 16 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson One | Teacher Info Sheet
1940s – More Doctors Smoke Camels
At around this time, implied medical endorsement for smoking was
a major theme in advertising campaigns for many cigarette brands.
This infamous advertising campaign ran for nearly a decade, primarily
during the 1940s. Frequently, the letters “M” and “D” were highlighted
to emphasize the medical doctor title. The company’s intent was to
convince worried smokers and would-be smokers that with so many
doctors puffing on Camels, the health dangers must certainly be
exaggerated. In this ad, the doctor is telling the little girl that she
may live to be 100 (with the implication that smoking Camels could
actually help).
1950s – Kent’s Health
“Protection”
In March 1952, the Lorillard Tobacco Company
introduced Kent cigarettes with the micronite filter.
It was claimed that the micronite filter removed seven
times more tar and nicotine than any other cigarette.
Kent ads in print and on television used pseudoscientific tests to give the appearance of scientific
credibility to support their claim of “the greatest health
protection in cigarette history.”
What smokers who switched to the Kent micronite filter for health
protection did not know was that the “miracle substance” that removed
tar and nicotine was crocidolite asbestos, one of the most powerful
lung carcinogens known. Fortunately for the millions of smokers
who switched to Kent for “the greatest health protection in cigarette
history,” the filter was too effective. Customers complained that
smoking Kent was “like smoking through a mattress.” By 1955, the
company had loosened the filter in order to increase tar intake by six
times and nicotine intake by four times. In 1957, the company quietly
replaced asbestos with cellulose.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 17
Lesson One | Teacher Info Sheet
1960s – Government Endorsement
Another common theme, particularly with American brands, has
been to claim government endorsement of certain brands. Makers of
Carlton cigarettes and RJR Nabisco – who manufacture NOW cigarettes
– regularly (and falsely) imply government endorsement for their
low-tar cigarettes. This Carlton ad uses a combination of techniques.
It implies government endorsement, uses confusing numbers and gives
a meaningless promise of “lowest” smoke (meaning “safest”), all in one
reassuring ad.
1970s – Stretch It
In order to draw attention to their ads, marketers often use hooks
– visual, content or auditory cues that are known to have a certain
attraction for the target market. The hook used here is “thinness” –
to the extreme! Cigarette companies capitalize on this perception by
presenting cigarette smoking as a suitable alternative to a low-calorie
diet for being thin. Virtually every “feminine” cigarette includes words
like slim, light, thin, super slim, ultra light, etc.
In this ad, it appears that darkroom technology has been used to
stretch the already slender model. In fact, this imagery is suggestive of
the sick behaviours that plague so many girls and young women today
– anorexia, bulimia and chronic compulsive dieting. The marketing
success of Virginia Slims is one of the most impressive examples of
imagery use in advertising. Between 1967 and 1973, in the early years
of the Virginia Slims ad campaign, smoking rates soared as much as
110 per cent.
Page 18 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson One | Teacher Info Sheet
1980s – Pregnant with Pleasure?
During this period, a number of low-tar, low-smoke cigarettes were part
of a campaign designed to reach pregnant women and young mothers,
who are frequently told by their doctors, parents and friends that they
should not smoke for the sake of their children. By introducing these
“safer” cigarettes, tobacco companies hoped to provide these young
women with a rationalization for not quitting, despite the harm they
inflict on their children. This Newport ad drew great public outcry on
its release in the late 1980s. What’s wrong with this picture? You may
miss it at first glance, but a closer look confirms the young model is
very pregnant. Her partner offers her a chocolate… she reacts with a
mixture of surprise, joy and resistance. Maybe she’s already gained so
much weight in her pregnancy – maybe she should treat her oral craving
with a cigarette instead. The Federal Trade Commission launched an
investigation into this ad, which was quietly dropped. Given the tobacco
industry’s lifelong alignment with slimness, it is doubtful that this photo
accidentally slipped by Lorillard’s crackerjack ad agency.
1990s – Everybody’s Doing It!
This Camel ad featuring “Joe’s Place” gives pre-teens
and teens an unrealistic look at the inside of a nightclub.
Note all the distinct activities that are simultaneously
occurring; Joe’s Place is less a nightclub than an
amusement park. Also, the rate of smokers vs. nonsmokers is nearly one to one, a figure far higher than
reality in today’s smoke-conscious society. The Joe
Camel ad campaign, which started in the late ‘80s, was
associated with the downward smoking trends among
underage youth: by the early 1990s, youth smoking
was up another 30 per cent. While tobacco companies
have argued their advertising does not target children,
studies have shown that six-year-olds recognize Joe
Camel as well as they recognize Mickey Mouse.
Source:
Adapted with permission from Stop Teenage Addiction to Tobacco (STAT) Northeastern University, 360 Huntington Ave.,
241 Cushing Hall, Boston MA 02115; from The STAT Speakers Guide & Slide Collection (1991) and The Tobacco Industry’s
Targeting of Women & People of Color (1994).
Web site: www.stat.org/
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 19
Lesson One | Teacher Info Sheet
Decade Deliberations:
Buyer Beware!
Some Classic Tobacco Advertising Techniques
Advertisers use special methods or techniques that they believe will help them sell their products to a
particular target group. These techniques usually include both a stated message (what the ad actually
says) and an implied or hidden message (what is implied by either the stated message or the overall
“look” or “sound” of an ad).
Young people may be less susceptible to complying with the images created by tobacco advertisers if
they learn to recognize that advertising is intended to persuade them to purchase the product, and if
they learn to identify or recognize common advertising techniques.
The Grown-Up Club
Using this product will make me feel more independent and grown up.
The Longing To Belong
I’ll be included with all these cool people if I use this product.
Healthy, Wealthy And Wise?Using this product will make me healthy and look good, rich
and sophisticated.
Sexy Smoke Screens
Using this product will make me look like I am sexy.
The Stretch EffectSmoking will make me extraordinarily thinner and, therefore,
more attractive.
The Mellow Fellows
Using this product will help me look cool and relaxed.
The Price Is Right
Using this product is such a good deal that I can’t pass it up.
Facts And FictionThe facts from experts tell me that using this product is the right
thing to do.
Page 20 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1920s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 21
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1930s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Page 22 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1940s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 23
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1950s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Page 24 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1960s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 25
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1970s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Page 26 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1980s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 27
Lesson One | Student Info Sheet
Tobacco Industry PROPAGANDA
- the 1990s
To whom is this ad targeted?
What advertising technique(s) is used?
How is the tobacco company distorting reality in order to
influence the reader to purchase this brand of cigarettes?
How does this ad fit the definition of propaganda?
Page 28 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson One | Group Evaluation Handout (one per group)
Ads Through the Decades Group Evaluation
Ads analyzed critically
8
6
4
2
8
6
4
2
Tobacco advertising’s manipulative
strategies identified
8
6
4
2
8
6
4
2
Evidence that the concept of propaganda
is understood
8
6
4
2
8
6
4
2
Demonstrated knowledge of a variety
of ways to resist being manipulated
by tobacco advertising
8
6
4
2
8
6
4
2
Respected each other’s ideas and
ways of thinking
4
3
2
1
4
3
2
1
Began task quickly and concentrated
on task
4
3
2
1
4
3
2
1
Roles taken within the group
4
3
2
1
4
3
2
1
Good
Satisfactory
Unsatisfactory
Excellent
Good
Satisfactory
Unsatisfactory
Teacher evaluationstudent evaluation
Excellent
criteria
Key:
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 29
Lesson Two
Meaningful Marketing
General Overview
In this lesson, students use advertising and
social marketing strategies to create television
commercials promoting tobacco-free lifestyles.
Lesson Focus
Students will be able to:
•identify examples of social and environmental
influences that encourage teens to use tobacco.
•identify common advertising and marketing
strategies.
•demonstrate how strategies used by tobacco
companies to target specific groups can also be
used to promote tobacco-free lifestyles.
Preparation
•Bring samples of magazine advertisements to
class. (If possible, find tobacco advertisements.
They are banned in Canadian magazines
and newspapers, but can be found in foreign
magazines, including U.S. magazines.)
•Copy “Common Advertising Strategies” and
“Common Marketing Strategies” for students (or
make transparencies).
•Copy “Commercial Rubric” for students.
•Bring a video camera to class (optional).
•Make copies of the group handouts, one for
each group.
Engaging the Learner
1.Give each group of four students three or four
magazine advertisements.
2.Ask the groups to decide how the advertisers
are enticing them to purchase the product.
Activities
1. Invite groups to share their findings.
2.Display the “Common Advertising Strategies”
transparency and add any further ideas
students have.
3.Discuss the meaning of social marketing and
any examples students can share; display
the “Common Social Marketing Strategies”
transparency.
Social marketing is the planning and
implementation of programs designed to bring
about social change using the same strategies
used by commercial marketers. Social marketing
sells ideas, attitudes and behaviours. The
‘product’ to be sold in this lesson is a nonsmoking attitude or behaviour.
4.Ask students if they have seen any public
service announcements on television, in the
newspapers or in magazines lately (particularly
about tobacco) that could have an impact on
their health and identify what strategy was used.
5.Discuss the dangers of tobacco use. Use
information from the group handouts to help
students understand the dangers of tobacco use.
Note: Have copies of the group handouts
available to reference during the activity.
6.Tell students they will be working in small
groups to develop and video an anti-tobacco
advertisement that can be shown to earlier
grade levels (such as grades 7 and 8) to help
them understand the dangers of using tobacco.
7.Suggest that they read over the strategies
on the transparencies to help them create a
persuasive ad against tobacco use.
Page 30 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
8.Give the students ample time to develop a
scenario, make or find props and video their
commercials if you wish.
9.If you have videotaped the anti-tobacco
advertisements, consider sharing the videos
with grade 8 or 9 classes.
Assessment
Use the “Commercial Rubric” to evaluate the
students’ work. Discuss the criteria before
assigning the task.
Extensions
•Students might present their health promotion
commercials on the closed-circuit school
television network.
•Students might have their health promotion
commercials available for playback as part of an
anti-drug display in the classroom. They could
also be shown during a school Open House or
other event.
Home/Community Involvement
•Students could post the video of their
commercials on the school’s website.
•Students could send the videos to the local
television station with a request that some of
them be shown.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 31
Lesson Two | Student Handout (or Overhead Transparency)
Common Advertising Strategies
If you use this product you will:
4 be more popular
4 have more fun
4 be cool
4 be slim
4 be a better athlete
4 enjoy the outdoors
4 be fashionable
4 be “sexy”
4 be strong and muscular
4 be successful
4 be sophisticated
4 be a rebel
4 feel loved
4 feel appreciated
4 be respected
4 be wealthy
4 be famous
4 have adventures
4 be independent
4 be happy
Page 32 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Two | Student Handout (or Overhead Transparency)
Common Social Marketing Strategies
4 testimonials
4 humour
4 scare tactics
4 statistics and research
4 shock or surprise
4 slice of life
4 popular or emotional music or lyrics
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 33
Lesson Two | Group Handout
Telling It Like It Is
Here are some of the consequences of tobacco
use that you can share.
TASTE LOSS: smoking produces acids in the
stomach and dulls the sense of smell and taste.
This means any food you eat won’t taste good.
Appearance
HEARING LOSS: less than a pack a day can
increase your risk of hearing loss. Smoking damages
the arteries that supply blood to the inner ear.
Smokers can start to lose their hearing earlier than
people who don’t smoke, and are more likely to lose
their hearing because of loud noises or infections.
SMELLY: the tar in second-hand smoke causes
the stale tobacco smoke to cling to your skin, hair
and clothes.
WRINKLING: smoking makes you look older
all right – your face will have deeper wrinkles
because your skin is getting less oxygen.
YELLOW TEETH: smoking changes the
chemical balance in your mouth, making it easier
for plaque to build up, yellowing your teeth.
BAD BREATH: you’ll have smokers’ breath,
often described as “like kissing an ashtray.”
SKIN COLOURING: grey skin, yellow fingers.
Health and Performance
PIMPLES, HAIR LOSS: smoking messes up
your immune system so it doesn’t work as well,
leaving you open to a bunch of things, some of
which could cause hair loss, pimples, illness,
injuries taking longer to heal, ulcerations in the
mouth and rashes.
LUNG AILMENTS: the air sacs will be damaged
by smoke so you will experience shortness of
breath and you could get chronic bronchitis
(build-up of pus and mucus, making you cough a
lot – sounds really unattractive, too!), emphysema
(making the little air sacs in your lungs swell and
burst) and of course, there’s lung cancer. All this
means less fitness and stamina.
COUGHING: you experience more mucus in
your nose and lungs (yuck!) and will find yourself
coughing. Smoking also triggers more frequent
asthma attacks.
ILLNESS: because the immune system is
messed up, you will get more colds and flus,
which means less time with friends.
SKIN CANCER: you don’t actually get skin
cancer from smoking, but because your immune
system is weak if you already have skin cancer,
you’re more likely to die from it.
HEART DISEASE: smoking makes your heart
beat faster and raises blood pressure. You’ve got
an increased risk of clogged arteries, too.
STRESS: smoking causes increased hand
tremors, tenses muscles and speeds – then slows
– the nervous system and brain activity. It even
decreases temperature in the fingers and toes.
Generally, you will look, feel and be more anxious.
BLOOD CLOTS AND STROKE: for young women
who use oral contraceptives, smoking greatly
increases the risk of blood clots and stroke by
10 times.
INFERTILITY: women experience increased
menstrual problems and early menopause, as
well as infertility, and males experience increased
impotence.
MISCARRIAGES: smoking during pregnancy
places the unborn baby at risk of miscarriage,
stillbirth, low birth weight and SIDS (Sudden
Infant Death Syndrome).
Page 34 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Two | Group Handout
Self-Esteem
Money
POWERLESSNESS: addicted smokers feel
powerless and disappointed because even
though they want to quit, they can’t.
EXPENSIVE: smoking can amount to
thousands of dollars a year. Think about what
you could be buying or doing instead!
EXCLUDED: smoking is no longer permitted in
indoor public places. Smokers have to go outside
or huddle by doorways to smoke, isolating them
from friends, family and co-workers.
Environment
Friends
POLLUTION: Canadian landfills get 44,000
tonnes of garbage every year from cigarette
packages alone. It takes five years for one
cigarette butt to break down naturally.
UNPOPULAR: eight out of 10 guys and seven out
of 10 girls say they would not date someone who
smokes.
OFFENSIVE: smoking offends many people
who may be nauseated by the smell.
HARMFUL: smoking harms people. Many people
are allergic to the smoke.
POISONOUS: second-hand smoke is toxic.
TREES: one tree burns for every 300 cigarettes
made and cigarette factories use some 6.4
kilometres of paper per hour.
STARVATION: if the land used to grow tobacco
was used to grow food instead, we could feed
another 10-20 million people.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 35
Lesson Two | Group Handout
So, Hellooooo?
What’s This Smoking All About?
There are over 1.2 million smokers in Canada between the ages of 15 and 24, and 60 per cent of those
smokers started before the age of 15.1 These new tobacco users take the place of the 45,000 or so
tobacco users in Canada who die from tobacco-related diseases every year.2
If you make it to the age of 18 without smoking, you have a pretty good chance of staying tobacco-free.
Facts that make you think before you stink
•Smoking causes more deaths every year than
fires, auto crashes, alcohol, cocaine, heroin,
AIDS, murders and suicides combined.3
•One in every five deaths in Canada is smokingrelated;4 in fact, smoking kills one out of every
two people who become smokers.5
•Bad news: One in four teens is using tobacco.
Good news: Most teens don’t use tobacco.6
•Tobacco costs Canadians more than 17 billion
dollars every year.7
•Most kids who smoke have a smoking friend
– about 98 per cent in fact.8 Hey, what are
friends for?
•About half of teen smokers have parents who
smoke.9 Teens are twice as likely to smoke if
their parents smoke.10 Get those parents to
quit and half the battle will be won.
•Do you want small, gray lungs? They are all the
rage in the morgue. Smoking is known to reduce
the growth rate of young people’s lungs.11
•Why wait until you grow up? Smoking at
an early age increases your risk of getting
lung cancer.12
•Smoking causes impotency. No comment, but
think about it.13
•Smoking may increase the risk of infertility,
yes, for both guys and gals.14
•Do you want popularity problems? Eight out
of ten guys and seven out of ten girls say they
would not date someone who smokes.15
•It’s enough to make you (yuck) spit! Smokers
produce way more phlegm than teens who
do not smoke.16 But this begs a big question:
What do they do with all that extra phlegm?
•Each cigarette smoked costs that smoker
about six minutes of life.17 Do some math
here. What if you smoke 15 cigarettes per day
(which is what the average smoker consumes)
for 40 years?
•How about financial costs? If you smoke a
pack of cigarettes a day, in one year you will
spend almost $4,000. That’s more than 200
CDs! Or 200 movies – with popcorn! And think
of the wardrobe!
•Forget about making the basketball team or
being a hockey star. Teen smokers suffer from
shortness of breath more than teens who do
not smoke.18
•Cigarette smoke contains about 4,000 chemical
compounds. Many of the compounds in cigarette
smoke are known cancer-causing agents.19
Page 36 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Two | Group Handout
Second Time Around
Here is some naked information about second-hand smoke, because many
people do not really know what the heck it is. See what strikes you most
about the smoke that just floats around while you do nothing but breathe.
Second-hand smoke is a mixture of the smoke given off by the burning end of
a cigarette, pipe or cigar, and the smoke exhaled from the lungs of smokers.
Most people think that it smells pretty awful.
This mixture contains more than 4,000 substances; 40 of these are known
to be toxic. It’s what you call a Group A Carcinogen – a substance known to
cause cancer in humans and for which there is no safe level of exposure.20
Because of the lower burning temperature and more incomplete combustion,
second-hand smoke may contain more poisons and be more hazardous than
the tobacco smoke inhaled by smokers. Also, some of the poisonous gunk in
cigarette smoke gets caught in the filter.
The whole point about second-hand smoke is pretty simple. Breathing
second-hand, even if you don’t want to, means that you are breathing in
something that can make you sick.
Does the issue of second-hand smoke
choke you up? Read on.
Second-hand smoke kills more than 1,000 non-smokers in Canada every
year, including 300 cases of lung cancer21 and 700 cases of coronary heart
disease22, making it the third leading cause of preventable death.
And get this, because there is
no pretty way to put it
People who live with smokers have about a 25 per cent greater
chance of getting lung cancer23 or of dying from a heart attack.24
Smokers can protect others by going outside.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 37
Lesson Two | Group Handout
Shock Talk
•About one in three children in Canada lives in a
smoky home.25
•Thousands of children die each year in
North America because of their parents’
smoking, killed by such things as lung
infections and burns.26
Now here´s some more
shock talk…
•About one in four Canadian mothers smoke31
and more than 80 per cent continue to smoke
through their pregnancy.32
•In Canada, exposure to second-hand smoke
leads to approximately 19,000 respiratory tract
infections and 13 to 20 childhood deaths.27
•About one of every four babies have been
exposed to second-hand smoke in the womb.33
Nowhere seems safe from second-hand smoke!
•As many as 52,000 children in Canada will
have their asthma worsened because of
smoking parents.28
•Infants whose mothers smoked during
pregnancy are nearly three times more likely
than the babies of non-smokers to die of
Sudden Infant Death Syndrome (SIDS).34
•A girl who is exposed to second-hand smoke
before the age of 12 has twice the chance of
developing breast cancer as a woman who is
exposed to second-hand smoke after age 21.
The earlier a female is exposed to second-hand
smoke, the higher her chances of developing
breast cancer.29
If you smoke
And here’s what the scientific evidence
has shown…
“Smoking during pregnancy interferes with
fetal development, and even if the mother is
only exposed to smoke-filled rooms she will
produce smaller babies and will have a one-third
greater chance than a non-smoking mother of
giving birth to a stillborn. The reason is nicotine
constricts fetal blood vessels.” 30
•Infants born to mothers who smoke have
reduced lung function compared to infants of
non-smoking mothers.35
•Mothers who smoke may have a 33 per cent
increased chance of miscarriage.36
•When women breathe smoke at work or at
home, their babies have lower weight at birth.
Lower weight babies are more likely to get sick
and spend time in the hospital.37
Did you know that nicotine metabolites, called
cotinine, are passed on from the mother who
smokes to her breastfed infant? And get this: This
may increase the child’s likelihood of addiction to
cigarettes later in Iife.38
Is it fair that these children are exposed to
second-hand smoke?
Page 38 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Two | Group Handout
Spit Tobacco, Cigars
and Light Cigarettes
Don’t assume that spit tobacco, chew, dip or snuff are safe alternatives to
cigarettes. In addition to severe health risks, they stain teeth a yellowish-brown
colour and create bad breath.
•A single can of spit tobacco contains three times the amount of cancercausing chemicals found in a pack of cigarettes.39
•About 40 to 60 per cent of spit tobacco users will develop leukoplakia, a
lesion which can cause gums to bleed and become cancerous.40
•Users of spit tobacco can also develop irreversible gum recession and sores in
the mouth that never heal.41
•Spit tobacco users can have 50 times the risk of gum and cheek cancer. It can
also cause cancer of the mouth, pharynx, esophagus, larynx, pancreas and
urinary tract.42
•Cigars are not a safe alternative to cigarettes, either. (“You’re smoking a
whole pack of cigarettes when you smoke a cigar.” – Donald Shopland,
National Cancer Institute, USA Today, February 23, 1998, pA10)43
•Cigar smoking causes cancer of the lip, tongue, mouth, throat, larynx,
esophagus, lung and pancreas, not to mention chronic obstructive pulmonary
(lung) disease, coronary heart disease and strokes. Cigar smokers are three
to 10 times more likely than non-smokers to die of these diseases.44
•A burning cigar emits 20 times the amount of ammonia,45 30 times the amount
of carbon monoxide46 and five times the tar47 emitted by the average cigarette.
•And finally, light cigarettes are not safer than regular cigarettes; in fact,
smokers will inhale deeper to get the same nicotine “hit.” In doing so, they
take in more tar and the light cigarette may be more harmful.48 But, more than
half of the cigarettes sold in Canada are “light” cigarettes.49
•Marketing a “healthier” cigarette works. Smokers of light cigarettes said they
would have quit had they known the light cigarettes were just as harmful.50
What do you
associate with
people who use
chew tobacco and
what do you think
of that?
Is chewing tobacco,
then spitting the
brown fluid out
(which is what
you do every few
minutes if you
chew tobacco)
gross or cool? Why?
How does
smoking a cigar
seem different
than smoking a
cigarette? What
kind of person do
you associate with
cigar smokers?
Have a look at a
low-tar tobacco
ad. What is the ad
suggesting? What
is the truth?
Does the tobacco industry know this?
Consider the following statements found in tobacco company documents:
“… the argument can be constructed that ULT [ultra low tar] advertising is misleading to the smoker…
Smokers of low-yield cigarette[s] adjust their smoking manoeuvre to obtain some desired level of
nicotine and therefore concomitantly increase their tar intake.”51
“… Iow-tar brands are seen as a means to yield to health considerations, social pressures and personal
guilt feelings.”52
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 39
Lesson Two | Group Handout
Selling Sickness
To find new customers to replace those who have either died from or quit smoking, tobacco companies
spend millions of dollars in advertising and sponsorships to persuade young people to start smoking.
Yes, young people are targeted with messages and images from the tobacco industry. And if you don’t
believe this, consider these comments by tobacco company executives:
“The base of our business [is] high school students.”53
“… they represent tomorrow’s cigarette business … As this 14-24 age group matures, they will account
for a key share of the total cigarette volume – for at least the next 25 years.”54
Does tobacco advertising influence young people
to use tobacco? Well, what about this?
•Teens buy the most heavily promoted
cigarettes. Over 85 per cent of young teens
(Grades 7 to 9) smoke Du Maurier or Players
– interestingly, these are among the two
most heavily sponsored brands of cigarettes
in Canada.55
•Since the 1890s, sudden rises in adolescent
smoking have coincided with large-scale
cigarette promotional campaigns.56
•Joe Camel is as recognizable to six-year-old
children as is Mickey Mouse. One study found
that 91 per cent of six-year-olds recognized the
Joe Camel image and correctly linked him with
cigarettes.57 Since the Joe Camel campaign
began in the U.S., Camel increased its share of
the teen market by over 400 per cent.58
•The Virginia Slims tobacco advertising campaigns,
which began about 1967-68, aggressively
targeted young women. Within six years, the
number of teen girls smoking almost doubled.59
Did you know that in 1996 more than threequarters of the top-grossing films showed
tobacco use?60 This is called product placement.
In Canada, tobacco companies spent over
$32 million on sponsorship promotions in
1998 – this is 380 per cent higher than five
years previously.61
What are these companies up to? Do they just
like to help out with these popular activities?
Well, duh…
Magazines that accept tobacco ads are 38 per
cent less likely to run articles on tobacco-related
health risks.62
Can you think of any tobacco company sponsored
events you’ve been to recently?
So, what do you think? Are the tobacco companies
wasting their money on advertising that targets
teenagers?
Page 40 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Two | Group Handout
Addiction and Quitting
Nicotine addiction, the most common form of drug dependency, causes
more death and disease than all other addictions combined. It is as
addictive as heroin or cocaine.63
Only five per cent of secondary school seniors who smoke daily think
they will definitely be smoking in five years. But it’s a fact that almost
75 per cent of them still smoke five to six years later.64 About 20 per cent
of teens ages 15 to 19 smoke: 91 per cent want to quit.
Quitting is tough: most teen smokers make about five attempts to quit
before they are finally successful.65
And adults feel the same way
About 70 per cent of adult smokers consider themselves
addicted to cigarettes; that’s why each year only three per cent
of all smokers who try to quit smoking have long-term success.66
Sixty to 70 per cent of women who stop smoking during
pregnancy will relapse within six months of the baby’s birth.67
Did tobacco companies intend that cigarettes be used as a
nicotine delivery system?
Consider these quotes
found in a tobacco company file
“Think of the cigarette pack as a storage container for a supply of
nicotine… Think of the cigarette as a dispenser for a dose unit of
nicotine. Think of a puff as the vehicle of nicotine.”68
“ … nicotine is addictive. We are then in the business of selling
nicotine, an addictive drug effective in the release of stress
mechanisms.” (1963)69
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 41
Lesson Two | Group Handout
Around the World The Smoke is Spreading
•There are 1.1 billion smokers worldwide.70 That makes 6 trillion (6,000,000,000,000) cigarettes
smoked each year.
•In the last 25 years, cigarette consumption has risen by about 100 per cent.71
•Smoking has decreased in developed countries to about 23 per cent of the population.72
•But in developing countries, 50 per cent of men smoke and eight per cent of women smoke.73
•And, these rates are increasing at 3.4 per cent per year.74
How many deaths are caused by tobacco?
•Currently, about three million people a year die of tobacco-related deaths, with about one-third of
them in developing countries.
•If current smoking trends persist, by 2030, approximately 10 million people a year will die, with about
70 per cent of them in developing countries.75
•By 2020, smoking will cause about one in three of all adult deaths.76
•Persistent smokers have a one in two chance of eventually being killed by cigarettes.77
Tobacco mortality and disease burden by region (1999)78:
MORTALITY
Africa 125,000 1,900,000
The Americas 772,000 8,867,000
Eastern Mediterranean
182,000 2,976,000
1,273,000 17,084,000
Southeast Asia 580,000 7,439,000
Western Pacific 1,093,000 11,022,000
World Total
4,023,000
49,288,000
Europe DISEASE BURDEN
Page 42 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Two | Group Handout
Getting It
Did you know that in Manitoba supplying tobacco
to anyone under the age of 18 is against the law?
Ten per cent of underage smokers in Canada are being sold cigarettes illegally at retail outlets. The
other 90 per cent of underage tobacco users are obtaining their cigarettes from social sources, like
family members and friends. This is illegal, too.79
•Under federal legislation, it is illegal to give, lend or sell tobacco to minors. This applies to anyone,
including parents, friends, classmates or strangers. Courts can impose fines of up to $3,000 the first
time someone is caught and fines of up to $50,000 if caught again. 80
•New legislation and enforcement makes it much harder for young people to get cigarettes and spit
tobacco. Store clerks are checking photo ID for anyone who looks under the age of 18 and wants to
purchase tobacco products.
•Under provincial legislation a person must not sell, give, buy for, lend or otherwise provide tobacco to
a person under the age of 18.
•Schools that allow smoking on their grounds graduate 25 per cent more smokers per class than
schools that do not.81
Sources:
1
Canadian Tobacco Use Monitoring Survey, 2000.
2
National Population Health Survey, 1996, 1997.
3
National Clearinghouse on Tobacco and Health. Selected
Causes of Death and Associated Federal Prevention
Budgets, January 1999.
4
Makomaski-Illing, E.M., and Kaiserman, M.J. Mortality
attributable to tobacco use in Canada and its regions,
1991. Canadian Journal of Public Health, as cited in “Health
Effects of Tobacco Use” found at www.hc-sc.gc.ca/hc-ps/
tobac-tabac/research-recherche/mortal/1998-eng.php
5
Ellison, L.F., Morrison, H.I., de Groh, M.J., and Villneuve,
P.J. Health consequences of smoking among Canadian
smokers: An update. Chronic Diseases in Canada, 1999,
20(1), 36-9.
6
Canadian Tobacco Use Monitoring Survey, 2000.
7
Canadian Centre on Substance Abuse. The Costs of
Substance Abuse in Canada, 2002.
8
Health Canada. Youth Smoking Survey. Cycle 4, p77.
9
Health Canada. 1995 Youth Smoking Survey, Cycle 4, “Social
Influences,” p5.
olte, A.E., Smith, B.J., and O’Rourke, T. The relative
N
importance of parental attitudes and behaviour upon youth
smoking behaviour. Journal of School Health, 1983, 53(4),
264-71.
11
US Department of Health and Human Services. Preventing
Tobacco Use Among Young People: A Report of the Surgeon
General. Atlanta, GA: US Department of Health and Human
Services, Office on Smoking and Health, 1994.
12
Ibid.
13
Mannino, D.M., Klevens, R.M., and Flanders, W.D. Cigarette
smoking: An independent risk factor for impotence?
American Journal of Epidemiology, 1994, 140(11), 1003-8.
14
Baird, D.D., and Wilcox, A.J. Cigarette smoking associated
with delayed conception. Journal of the American Medical
Association, 1985, 253(20), 2979-83.
Makler, A., Reiss, J., Stoller, J., Blumenfeld, Z., and Brandes,
J.M. Use of a sealed minichamber for direct observation
and evaluation of the in vitro effect of cigarette smoke on
sperm motility. Fertility and Sterility, 1993, 59(3), 645-51.
15
Paglia, A., Groh, M., and Pederson, L. “Beliefs and
Attitudes” in Health Canada Youth Smoking Survey, 1994:
Technical Report, 1995, p98.
10
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 43
Lesson Two | Group Handout
ational Clearinghouse on Tobacco and Health. Youth and
N
Tobacco: An Adolescent Health Problem. January 1994.
17
Peto, R., Lopez, A., Boreham, J., Thun, M., and Heath, C.
Mortality from Smoking in Developed Countries, 19502000. Indirect estimates from National Vital Statistics.
Oxford: Oxford University Press, 1994, p59-61.
18
National Clearinghouse on Tobacco and Health. Youth and
Tobacco: An Adolescent Health Problem. January 1994.
19
Canadian Council for Tobacco Control. British Columbia
Ministry of Health and Ministry Responsible for Seniors
1998, Reports on Cigarette Additives and Ingredients and
Smoke Constituents. December 16, 1998.
20
National Clearinghouse on Tobacco and Health. Fact Sheet
Environmental Tobacco Smoke: General Health Effects.
March, 1996.
21
Makomaski-Illing, E.M. and M.J. Kaiserman. Mortality
Attributable to Tobacco Use in Canada and its Regions.
Chronic Diseases in Canada. 1999;20(3):111-117
22
Margaret de Groh and Howard I Morrison, Environmental
tobacco smoke and deaths from coronary heart disease in
Canada, Chronic Diseases in Canada, Volume 23, Number 1,
pp 13-16 (2002)
23
Hackshaw, A.K., Law, M.R., and Wald, N.J. The accumulated
evidence on lung cancer and environmental tobacco
smoke. British Medical Journal, 1997, 315(7114), 980-8.
24
Glantz, SA, and Parmley, w.w. Passive smoking and heart
disease. Epidemiology, physiology, and biochemistry.
Circulation, 1991, 83(1), 1-12.
25
Physicians for a Smoke-Free Canada. Smoking in Canadian
Homes, 1999.
26
DiFranza, J.R., and Lew, R.A. Effect of maternal cigarette
smoking on pregnancy complications and sudden infant
death syndrome. Journal of Family Practice, 1995, 40(4),
385-394.
27
Physicians for a Smoke-Free Canada. Smoking in Canadian
Homes, 1999.
28
Ibid.
29
Lash, T. L., and Aschengrau, A. Active and passive cigarette
smoking and occurrence of breast cancer. American Journal
of Epidemiology, 1999, 149, 5-13.
30
February 9, 1977, Brown and Williamson file note, Book
Summary: The Greatest Battle by Ronald J. Glasser, M.D.
(Random House, 1976) Bates Nos: 690009054-9065.
31
National Population Health Survey, Cycle 2. Cited from
NCTC, January 1999.
16
onnor, S.K., and Mcintyre, L. The socio-demographic
C
predictors of smoking cessation among pregnant women
in Canada. Canadian Journal of Public Health, 1999, 90(5),
352-5.
33
US National Health and Nutrition Examination Survey,
1996. Cited from Clean Air Coalition: Medical Development.
February 10, 1999.
34
Royal College of Physicians of London, 1992. Smoking and
the Young, p12.
35
Tager, LB., Ngo, L., and Hanrahan, J.P. Maternal smoking
during pregnancy. Effects on lung function during the first
18 months of life. American Journal of Respiratory Critical
Care Medicine, 1995, 152(3), 977-983.
36
Shiverick, K.T., and Salafia, C. Cigarette smoking and
pregnancy I: Ovarian, uterine and placental effects.
Placenta, 1999, 20(4), 265-72.
37
Ahluwalia, LB., Grummer-Strawn, L., and Scanlon, K.
Exposure to environmental tobacco smoke and birth
outcome: Increased effects on pregnant women aged
30 years or older. American Journal of Epidemiology,
146(1),42-47.
38
Becker, A.B., Manfreda, J., Ferguson, A.C., Dimich-Ward,
H., Watson, W.T., and Chan-Yeung, M. Breast-feeding
and environmental tobacco smoke exposure. Archives of
Pediatric and Adolescent Medicine. 1999, 153(7), 68991.
39
CDC Journal of American Medical Association.
Determination of nicotine, pH, and moisture content of six
US commercial moist snuff products – Florida, JanuaryFebruary, 1999.
40
National Clearinghouse on Tobacco and Health. Fact Sheet:
Smokeless Tobacco in Canada, April 1997.
41
Ibid.
42
Ibid.
43
Cited from Smoking Control Advocacy Resource Centre
(SCARC) Action Alert. Issue: Cigar Use Increases 50 Per
Cent as Industry Creates a Fad. April 24, 1998, p1.
44
Cited from SCARC Action Alert. Issue: Cigar Trend Alerts
Health Advocates. December 27, 1996, p2.
45
Cited from SCARC Action Alert. Issue: Cigar Use Increases
50 Per Cent as Industry Creates a Fad. April 24, 1998, p2.
46
Cited from SCARC Action Alert. Issue: Cigar Trend Alerts
Health Advocates. December 27, 1996, p2.
47
Ibid, p4.
48
Physicians for a Smoke-Free Canada. Background: Light
and Mild Cigarettes, 1999.
32
Page 44 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
I bid.
Canadian Council for Tobacco Control. British Columbia
Ministry of Health and Ministry Responsible for Seniors
1998, Reports on Cigarette Additives and Ingredients and
Smoke Constituents. December 16, 1998.
51
RJ Reynolds, The Over-smoking Issue (Tar to Nicotine
Ratio), Undated, {Minnesota Trial Exhibit B,B9}. 57 Project
Eli, July 1982. Prepared for Imperial Tobacco Ltd. AG-40.
52
Project Eli, July, 1982. Prepared for Imperial Tobacco Ltd.
AG-40.
53
Lorillard memo from executive T.L. Achley to former
Lorillard president C.J. Greensboro, News Record, August
28,1998.
54
Presentation from C.A. Tucker, Vice-President of Marketing,
to the Board of Directors of RJR Industries, September 30,
1974.
55
Rootman, I., Flay, B.R. A Study on Youth Smoking: Plain
Packaging, Health Warnings, Event Marketing and Price
Reductions. Key Findings. Addiction Research Foundation,
Health Canada, 1995. See also www.smoke-free.ca/
(Cigarettes in Canada: Market share of leading brand
families of manufactured cigarettes: 1994-1997) and Sports
Sponsorship and Tobacco Product Promotion, CCTH, 1998.
56
Pierce, J.P., and Gilpin, E.A. A historical analysis of tobacco
marketing and the uptake of smoking by youth in the
United States: 1890-1977. Health Psychology, 1995, 14(6),
500-8.
57
Fischer, P.M., Schwartz, M.P., Richards, J.W. Jr., Goldstein,
A.D., and Rojas, T.H. Brand logo recognition by children
aged 3 to 6 years: Mickey Mouse and Old Joe the Camel.
Journal of the American Medical Association, 1991,
266(22), 3145-8.
58
Pierce, J.P., et al. Does tobacco advertising target young
people to start smoking? Evidence from California. Journal
of the American Medical Association, 1991, 266, 3154-8.
59
Pierce, J.P., Lee, l., and Gilpin, E.A. Smoking initiation by
adolescent girls, 1994 through 1988: An association with
targeted advertising. Journal of the American Medical
Association, 1994, 271 (8), 608-11.
60
Cited in SCARC Action Alert. December 27, 1996. Issue:
Cigar Trend Alerts Health Advocates. Washington, D.C., p2.
49
50
ww.smoke-free.ca See “A Review of Cigarette Marketing
w
in Canada,” 2nd Edition, Spring, 1999.
62
Warner, K.E., Folenhar, L.M., and McLaughlin, C.G. Cigarette
advertising and magazine coverage of the hazards of
smoking. New England Journal of Medicine, 1992, 326,
305-309.
63
US Department of Health and Human Services. Preventing
Tobacco Use Among Young People: A Report of the Surgeon
General. Atlanta, GA: US Department of Health and Human
Services, Office on Smoking and Health, 1994, p31.
64
Stephens, T., and Morins, M. (eds.) Health Canada. Youth
Smoking Survey, Cycle 4, 1994 Technical Report, Ottawa,
1996. Minister of Supply and Services, #49-98/1-1994El,
p63.
65
Op cit. Preventing Tobacco Use Among Young People, 1994,
p84-85.
66
Ibid., p31.
67
Edwards, N., Sims-Jones, N., and Hotz, S. Pre- and postnatal smoking: A review of the literature. Ottawa: Women
and Tobacco Reduction Programs, Health Canada, 1994.
68
http://tobaccodocuments.org/landman/2024273959-3975.html
69
Yeaman, A. Implications of Battelle Hippo 1 and 11 and the
Griffith Filter, July 17, 1963, Memo {1802.05}.
70
World Health Organization, 1999. Combating the Tobacco
Epidemic, p67.
71
Ibid., p71.
72
Ibid., p67.
73
Ibid., p67.
74
Ibid., p67.
75
Ibid., p65.
76
Ibid., p67.
77
Ibid., p66.
78
Ibid., p67, Table 5.1.
79
Health Canada. Youth Smoking Survey, 2004-2005.
80
Parliamentary Research Branch, publication PRB 98-8E.
81
Conrad, K.M., Flay, B.C., and Hill, D. Why children start
smoking: Predictors of onset. British Journal of Addiction,
1992, 87, 1711-24.
61
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 45
Lesson Two | Student Evaluation Handout
Commercial Rubric
THE PRESENTATION
Facts about tobacco are correct
10
8
6
4
2
One or more advertising or social marketing
strategies are used successfully
10
8
6
4
2
The message is interesting and catches
the viewer’s attention
5
4
3
2
1
The video is suitable for the
intended audience
5
4
3
2
1
Each group member contributed to the
production of the video
5
4
3
2
1
Excellent
Good
Satisfactory
Key: Page 46 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Minimally
Needs
Acceptable Improvement
Lesson Three
Under the Influence
General Overview
This lesson allows students to use their knowledge
of tobacco and their imaginations to influence
others to be tobacco-free.
Lesson Focus
Students will be able to:
•develop ways they can influence their peers and
their community to be tobacco-free.
Preparation
•Read “What is Advocacy?” and “Ways to Make
Your World Tobacco-free.”
•Find large sheets of chart paper and coloured
felt pens.
•Copy “Tobacco-free Community Skit Rubric” for
each student.
•Copy “Newspaper Advocacy Rubric” for
each student.
Engaging the Learner
1.Initiate a discussion about this statement:
“It is possible to influence friends to be
tobacco-free.” Then ask whether or not it would
be possible to influence an entire community to
become tobacco-free: “What would you do and
what major issues would arise from such
an attempt?”
2.Record the answers. If time only permits this
part of the lesson, have students complete
for homework a letter to a newspaper about
one of the issues around creating a tobaccofree community.
Activities
1.Brainstorm and record the advantages of having
a tobacco-free community.
2.Have students work in groups of four to
generate ideas about the challenges of creating
such a community.
3.Post each chart and do a gallery walk.
4.Allow time for each group to answer any
questions others may have about the ideas.
5.Divide the class into groups of no more than
eight. Each group is to develop and present a
skit about some aspect of creating a tobaccofree community. As an alternate assignment,
have students work in pairs to write a letter to
a newspaper outlining the reasons for creating
a tobacco-free community, the challenges of
creating such an environment and some ways in
which it could be done.
Assessment
•Use the “Tobacco-free Community Skit Rubric”
to evaluate the presentations. Be sure to discuss
the criteria for evaluation with the students
before they begin to work on their assignment.
•Evaluate the letter using the “Newspaper
Advocacy Rubric.”
Extensions
•Some students may wish to present their skits
to other classes or at an assembly.
•Create a community survey form to elicit
viewpoints on tobacco use.
Home/Community Involvement
•Survey parents to find out their views on a
tobacco-free community.
•Send the students’ letters to the local newspaper.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 47
Lesson Three | Teacher Info Sheet
What is Advocacy?
Advocacy is the courage to take on challenges
that others fear to take on!
“The job of a citizen is to keep his/her mouth open.” – Gunter Grass
Examples for your students of what advocacy is:
•Your younger sister wants to go to a party, but your parents aren’t in favour of the
idea. You explain to your parents why she should be allowed to go. By doing this,
you are advocating for your sister.
•
You believe that retailers within a 2-km radius of your school should not be
permitted to sell tobacco products because students frequent these stores and can try to buy the products. In preparing to take this issue to your Member of the
Legislative Assembly (MLA), you research the topic thoroughly and convince many
of your fellow students to sign a petition. You have effectively advocated for your cause!
According to Webster’s New World Dictionary:
•To advocate is to speak or write in favour of, to recommend publicly.
•An advocate is defined as one who argues for a cause, a supporter or defender,
a person who pleads on another’s behalf.
In short then, advocacy refers to the act of persuading a person, organization or body
to take a particular position.
Page 48 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Three | Student Info Sheet
Ways to Make Your World
Tobacco-free
•Use your school newspaper to encourage kids to shop at stores that don’t sell cigarettes.
•Paint “tobacco-free” posters (or do a mural – with your teacher’s permission) and plaster them
over the walls at your cafeteria, library or classroom (again, with your teacher’s permission).
•Give out information about ways to stop smoking.
•Create and distribute a “Want to quit?” poster of resources that young people can access to
help them quit smoking.
•Make a pledge for family members to sign saying they’ll be tobacco-free.
•Write a letter to your local newspaper about the dangers of smoking.
• Send a letter to your Member of the Legislation Assembly (MLA) detailing why retailers within a
2-km radius of any K to 12 school should not be permitted to sell tobacco products.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 49
Lesson Three | Student Assessment Sheet Handout
Newspaper Advocacy Rubric
RATING
CRITERIA
EXCELLENTPersuasive and informative. Thoughtful choice of vocabulary
clearly outlines the problems of creating a tobacco-free
community and presents reasonable solutions. Clear evidence
that the concept of peer, cultural, media and social influences
related to tobacco use is understood. Careful construction
is evident. Includes interesting details and examples. Uses
figurative language. Varied patterns and lengths of sentences.
Original, creative and thought-provoking for the reader.
GOODInteresting and informative. Logical sequence and easy to
understand. Problems and solutions are clear to the reader.
Evidence that the concept of peer, cultural, media and social
influences related to tobacco use conveys the issues around
creating a tobacco-free community. Varied patterns and lengths
of sentences. Evidence of originality.
SATISFACTORYInteresting. Information presented clearly and in enough
detail for the reader’s understanding regarding the creation
of a tobacco-free community. At least two examples of peer,
cultural, media and/or social influences related to tobacco use
are evident. Logical sequence. Varied patterns and lengths of
sentences. Some attempt to use figurative language. Keeps
reader’s attention.
MINIMALLY ACCEPTABLEPresents accurate information, but is not always easy to
understand. It is possible to identify the issue. At least one
possible solution to the problem is offered. Sometimes difficult
to follow the argument. Some variety of sentence pattern and
length. Unsophisticated use of vocabulary.
IN PROGRESSLittle information presented. Difficult to identify the issue or
to follow the argument. Evidence of some organization. Simple
sentence construction. Figurative language unclear or not used.
Punctuation errors.
Page 50 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10
Lesson Three | Student Assessment Sheet Handout
Tobacco-free Community
Skit Rubric
RATING
CRITERIA
EXCELLENTEntertaining and informative. Clearly identifies at least three
tobacco issues. Presents a very convincing argument using
examples of peer, cultural, media and social influences. Careful
planning is evident. All members of the group are involved.
Includes interesting detail and dialogue. Voices clear and loud
enough to be heard. Responds to audience reaction. Successfully
maintains audience attention.
GOODInteresting and informative. Clearly identifies at least two
tobacco issues and presents a convincing argument about them.
Examples of peer, cultural, media and social influences are
evident. Logical sequence and easy to understand. All members
of the group are involved. Appropriate detail and dialogue.
Volume and clarity of voices good. Clear awareness of audience.
Generally successful in maintaining audience attention.
SATISFACTORYRelatively interesting. Clearly identifies at least one tobacco
issue. Uses at least two examples of peer, cultural, media or
social influences. Information presented clearly and in enough
detail for audience understanding. Logical sequence. All
members of the group are involved. Voices generally clear and
heard by all. Keeps audience attention.
MINIMALLY ACCEPTABLEPresents information, but is not always easy to understand.
At least one tobacco issue identified and some attempt to use
an example of peer, cultural, media or social influences. Some
attempt to sequence action. Voices often difficult to hear. Limited
awareness of audience.
IN PROGRESSAppears unprepared. Tobacco issue not clear. Little information
presented. Lack of examples of influences that surround the
issue. Difficult to follow action. Voices difficult to hear. No
awareness of audience. Long pauses or inappropriate laughter.
Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 10 | Page 51