Prior to the beginning of this session, ask the
students who, last session indicated that they knew adult smokers,
if they had interviewed the adults and will share the adult's answers
with the class.
- Follow
up: Smoker Interview [5 minutes]
Share adult smoker interviews with the class and discuss the answers
the adults gave to the questions.
Comment to the class: "Most teens begin smoking because they
believe it is a way to be 'more adult' but most adults would give
anything to be able to quit."
Ask if any students know what the term, 'hindsight,' means. If
necessary, define it. Ask the students why people say that 'hindsight
is 20/20.' Ask: "What kinds of things do you think you will
remember about your middle school years when you are an adult?
Do you think you might make some decision during your teen years
that you will regret when you are an adult? What area might you
have a regret about later: friends you choose, habits you pick
up, things you say to do?" This line of questioning might
not yield any response from your students, however, it is important
to present these questions for their consideration.)
- Discussion:
Mind Over Media [10 minutes]
Inform students that you will now discuss the 'marketing tactics
of tobacco companies.' (Remind them that during the last session
you discussed whether tobacco companies knew about and tried to
take advantage of the fact that people are more susceptible to
negative influence during the teen years.) Present these facts.
(Have students click on the Marketing to Teens link on
their student
page to read these facts along with you.) You will have to
define and explain some of the terms in these quotes.
Tell students that tobacco is one of the most additive substances
humans ingest and that once someone starts smoking, it is very
difficult to stop. In fact, many people are never able
to stop smoking until the day they die. Nicotine is addictive
enough, but the tobacco companies add ammonia to cigarettes (that
stuff you clean the floor with) which makes the nicotine even
more powerful. Then relay these facts: 70% of smokers want to
quit only 5% succeed every year. Tobacco companies make billions
a year feeding an addiction they that help create.
Brainstorm with your students: Ask them to put themselves in the
place of a tobacco executive. How might they get teens to smoke
that first cigarette. Encourage them to use their first hand knowledge
of what appeals to kids to devise an approach that would get lots
of kids to smoke a first cigarette. If participation allows, turn
this discussion into a brainstorming session similar to those
advertising executives might hold before marketing a product.
- Discussion:
Market a Poison [20 minutes]
Create two columns on the board (see chart)
or have students click on the Marketing a Poison link on
their student
page. Ask students to take each item from column one and,
using any of the approaches from column two, create a marketing
scheme for that product. You can start the activity off by suggesting
that you could probably convince some teens that battery acid
is cool to drink if you gave a free poster away with every six
pack.
After students come up with few ideas ask them how they would
conceal the health dangers of their products? For example you
would pay athletes to pose with a bottle of your battery acid
drink and give it a name like, "Jump Start."
For every marketing scheme the class comes up with, ask "What
type of teen would this type of approach appeal to?"
You can develop this further: "What kind of excuse
would that teen use when asked why he continues to use a product
that's bad for him?"
Note: If your school supports interdisciplinary teaching
units you can involve the visual arts or language arts teachers
in this part of the project. (Content created by students as part
of this program may be submitted to us for inclusion in our next
version of the CD ROM game. The student author, class and school
will be credited for each included work. All student authors will
also receive complementary copies of the CD ROM for their portfolios.
Follow links below for details.)
- Activity: Play The Cut
CD ROM Game [20 minutes]
Have students use their headphones. Remind them to only double
click ONCE on the game icon. (If they double click multiple times
they will open multiple copies of the game and slow down their
machines dramatically.)
If any of your students reached the ship during the first play
of the game (last class) they may choose one or more of the following
options (available from the list of links on their student
page):
- Students may also choose to visit the ShardsO'Galss
Web site (a parody of tobacco marketing tactics created by the
American
Legacy Foundation).
- Discussion:
Dealing with Moments of Weakness [5 minutes]
Refer to the 'character chart' the class created during the
last session. Suggest that most everyone shows signs of character
weaknesses at some time. It is usually when they feel 'left out.'
Ask students why they think they won't fall for advertising schemes
during these 'weak moments.' Give them an example: "You are
feeling low in the 'self confidence' department and kind of 'left
out.' You pick up a magazine called Night Life. It has
a photo spread on every page featuring the hottest party spots
in your city. You glance over the laughing faces, see people getting
close and dancing, see bands jamming in the background...and everyone
happens to have a cigarette in their hand or a Camel pack on the
table. In your moment of weakness would you wish you could be
one of those partygoers or would you realize that this magazine
is just a set up created by the cigarette company?" (Tell
them that you are describing an actual "urban party"
magazine created by Camel.)
Tell the students that one of the most successful tactics used
by tobacco companies is to give the impression (through ads and
by paying actors to smoke in movies) that many people smoke and
enjoy doing it. The fact is that fewer and fewer adults smoke
and most wish they had never started.
Ask: "What are some good things you can do to help you feel
better about yourself during moments of weakness?" List these
on the board. Keep this list for next class.
Reminder: Bring or have a student bring
a hacky sack next class for the Inside/
Outside activity. Also, create an alphabetical list of the last
names of all the students in the class.
Go to Class 3
The Game
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