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A Curriculum for Produced by the California Nonsmokers' Rights Foundation in cooperation with the Risk and Youth: Smoking Project Lawrence Hall of Science University of California, Berkeley

Additional copies of this curriculum may be purchased from the California Nonsmokers' Rights Foundation (2054 University Ave., Suite 500, Berkeley CA 94704). Individual copies cost.S5 each, 100 copy lots cost $200 (i.e., $2 per copy). Prices include shipping and taxes. All orders must be prepaid. A detailed evaluation of how this curriculum affects sixth graders, including how to implement it in cooperation with a local television station, is available from the California Nonsmokers' Rights Foundation for $5. Production of this curriculum was made possible by: KRON-TV of San Francisco Arthur Rock Pacific Telephone Company Zellerbach Family Fund Henry J. Kaiser Family Foundation American Lung Association of San Francisco Pyramid Film and Video California Nonsmokers' Right Foundation These materials were adapted by Alan E. Schnur, Herbert D. Thier, and Stanton A. Glantz from a larger curriculum based on the work of the Risk and Youth: Smoking Project (RAY:S) of the Lawrence Hall of Science. The RAY:S curriculum was developed by Drs. Herbert D. Thier, Alan E. Sehnur and Carol L. Omelich, with overall conceptual guidance provided by Professors Martin V. Covington and Carol N. D'Onofrio. That larger work was supported by Public Health Service Grant Number I RI8 CA29558-01, awarded by the National Cancer Institute, Department of Health and Human Services. Any opinions, findings, and conclusions.expressed in this work are those of the authors and do not necessarily reflect the view of the National Cancer Institute. Copyright ©1983 by the California Nonsmokers' Rights Foundation. Material on page 2 through 26 copyright ©1983 by the Regents of the University of California, used with permission.

INTRODUCTION The California Nonsmokers' Rights Foundation is pleased to provide this booklet containing a self-contained curriculum for upper elementary and junior high school students to supplement the viewing of "Death in the West." Considered by many to be the most powerful anti-smoking documentary ever made, "'Death in the West" contrasts the advertising image of the "Marlboro Man" with the reality of six American cowboys dying of cigarette-related illnesses. The film, produced in England in 1976 and later suppressed by the Philip Morris Company, makers of Marlboro cigarattes, illustrates the intrinsically false nature of cigarette advertising. It makes the Marlboro Man less attractive. The "Death in the West" Curriculum is designed to maximize the educational and emotional impact of seeing the documentary. The curriculum is based on a comprehensive smoking prevention program created and tested by the Risk and Youth: Smoking Project of the Lawrence Hall of Science, University of California, Berkeley. The activities included here were developed in classrooms throughout the San Francisco Bay Area and adapted specific- ally for use with the airing of "Death in the West" by KRON-TV of San Francisco. The activities are easy to use: they require little teacher preparation and only 15 to 45 minutes of classroom time each. The activities are written with the assumption that the teacher has no background in health or science. The majority of the required materials are supplied in this booklet. The few remaining items are all commonly avail- able. (A 59¢ mustard squeeze bottle is the most expensive piece of"equipment" needed.) Finally, the activities, like others developed by the Lawrence Hall of Science, are self-discovery in orientation and stress the "scientific meth- od"; they encourage the youngster to question, research independently, and make informed conclusions on the vital issues surrounding cigarette.smoking. In this way, we believe that many students will make the decision not to begin to smoke. The curriculum experiences are engaging for both the teacher and student, while exploring a set of important topics: • the negative physiological effects of cigarette smoking; • the nature of addiction and the difficulty experienced by many smokers who attempt to quit -- but can't; • the efforts made by the cigarette industry to attract young people between the ages of 12-18 years to smoking; and, • the deviousnature of the cigarette industry in its attempts to keep secret important information about the health hazards of smoking. If this guide is used in conjunction with a television broadcast of "Death in the West," the start of the curriculum should be timed so that the students watch "Death in the West" on the evening of Day 4. (Ideally, the broadcast would be on a Thursday night, so that the curriculum runs M~nday through Friday.) The impact of "Death in the West" on those attitudes and beliefs that lead to smoking is equally high if the program is shown in class at the end of Day 4. As a community service, Pyramid Film and Video is .making a 16mm film and video cassettes 'of the documentary available for educational use. An order form can be found on page 28. We welcome you to this unique community effort to prevent smoking among youngsters. Do not hesitate to contact us if there is anything that we can do to assist you in your use of these materials. Alan E. Schnur, Ph.D. Board Member, California Nonsmokers' Rights Foundation Consultant, Lawrence Hall of Science Herbert D. Thier, Ed.D. Associate Director, Lawrence Hall of Science Stanton A. Glantz, Ph.D. President, California Nonsmokers' Rights Foundation Associate Professor of Medicine, UC San Francisco

DAY 1: INTRODUCTION TO AN INVESTIGATION OF CIGARETTES AND SMOKING (Estimated time required: 15 minutes) PURPOSE l. Students are introduced to the mini- curriculum by inviting them to become experts on cigarettes; 2. The term addiction is discussed; and, 3. The "Smoker's Interview" is assigned as homework. MATERIALS Smoker's Interview (1 for each student) large piece of butcher paper (for wall hanging) several cigarette advertisements GETTING READY 1. Smoker's Interviews. Tear out and reproduce enough of .the Smoker's Interviews for your class (page 19). Note: The back of the torn out page will be needed for a later activity. 2. "Death in the West" Is Comingl-Chart. On a large piece of butcher paper, print in bold letters across the top: "Death in the West" Is Coming! Hang the chart in a prominent area of the room where it can remain for the week. THE ACTIVITY 1. Becoming Experts on Cigareltes. Ask the class to define expert. Explain that an expert is someone who knows more about something than almost everyone. Ask how someone becomes an expert. Highlight those ideas that involve gathering and analyzing information. Explain that most experts have to find out a lot on their own. Explain to the class that they will now have the chance to become experts on a subject that most people know very little about: cigarettes. 2. Interviewing a Smoker. As a first step in becoming a cigarette expert, explain that we will have to gather evidence about what it's like to be a smoker. Ask how this might be done. Explain that a good way to find out what smoking is like--without actually being hurt by smokingmis to talk to people who have smoked for a while. Ask each student to interview an adult who smokes, using the Smoker's Interview you now distribute. Explain that by interviewing adults who smoke, the students will learn how the adults got started with the habit, what effects it has had on them, and how they feel about it now. Have each student complete this interview and bring it to class for the next activity. 3. Introducing "Addiction." Introduce the term addiction. Explain that addiction means needing to do something so much that you can no longer choose for yourself whether or not you will do it. We call this "getting hooked." Explain that when you get hooked on cigarettes you can no longer make decisions about if you will or if you will not smoke. Once you are hooked, you have lost control of yourself in regard to smoking; you are not in controlmthe cigarettes are in con- trol. Ask the students what happens when you cannot decide things for yourself anymore. Relate getting hooked to losing the ability to control things for yourself. A good example of losing control might be this common situa- tion: You are talking with a brother or sister, parent, teacher, or friend when the. person says something that makes you so angry that you forgot what you were going to say next and simply start to scream. Here, your anger has control of you because you can't remem- ber what you were going to say. Ask if the students have had this experience, or other experiences that illustrate losing control.

Encourage students to give examples of losing control. 4. Introducing the "Death in the West" Is Coming! Chart. Explain that a very important TV show will be on TV (or shown in class) this week: "Death in the West." The film is especially interesting because no one in this country was ever supposed to know that it was made! Explain that a very powerful cigarette com- pany helped make the documentary, but then decided that nobody should see it and tried to keep it secret. Explain that this week everyone will have a chance to see this film. Draw the class' attention to th~e,'Death in the West" Is Coming! Chart. Explain that to pre- pare for the show, the class will have to collect cigarette ads. Instruct the students to bring in as many cigarette ads with pictures as they can each day and tape them to the Chart. Tape the ads you have to the Chart. Remind the class regularly until the entire Chart is filled with ads. SUMMARY * You introduce the term expert and invite the class to become experts on cigarettes. * You introduce and assign the Smoker's Inter- view. * You introduce and discuss addiction and relate it to being out of control. • The students begin the collection of cigarette advertisements.

DAY 2: CIGARETTES WILL MESS YOU UP (Estimated time required: 45 minutes) PURPOSE This activity is intended to teach that: I. Addiction ("getting hooked") reduces the ability to make personal decisions; 2. Anyone who smokes cigarettes can get hooked; 3. Cigarettes have control over people who are hooked; 4. Almost all current smokers have tried to quit but find it very difficult; :5. Cigarette smoke contains many tiny particles, including tar, carbon monoxide and nicotine; 6. Anybody who smokes gets tar in their lungs, whether or not they use filter cigarettes; ?. Tar begins to build up in the lungs with the first cigarette; and, 8. Cigarette tar remains in human lungs for a very long time and has a negative effect on breathing and health. MATERIALS Students' Completed Smoker's Interviews Smoking Machine Demonstration Materials: 2 cotton balls ~ 1 squeeze bottle 1 large, clear plastic soft-drink bottle and cap masking tape 1 piece of clean, white paper 1 tweezer (optional) 1 pack of matches 1 or 2 filter-tip cigarettes (If possible, use Marlboro cigarettes because they are the biggest seller among teenagers and are the focus of the final activity.) GETTING READY 1. Preparing the Smoking Machine Demonstration. Collect and prepare all materials needed for the Smoking Machine Demonstration as listed under the "Materials" section. Cut off just enough of the squeeze bottle's nozzle so that a cigarette can fit snugly in it. Do not assemble the Smoking Machine yet. THE ACTIVITY 1. Introducing the Scientific Exploration of Cigarettes. Explain that we hear many different things about cigarettes. For example, some people say that cigarettes are dangerous and other people say that they are not so bad. Ask the students about other things they have heard about ciga- rettes. Explain that it can be very difficult to decide which statement is correct without having any evidence to examine. Tell the stu- dents that as a part of their investigation of smoking, today they will collect some of the evidence needed to make more accurate state- ments about cigarettes. 2. Discussing the Interviews of Adult Smokers. Beginning with the first question, ask the stu- dents to present their interview findings. As you proceed, have the class use their data to answer the following questions: • Do people remember their first cigarette? How old were ihey when they tried their first cigarette? • Did the.people interviewed enjoy their first cigarette? • How much did they smoke at first? • How much do they smoke now? • How much do they spend on cigarettes each month? How much do they spend on cigar- ettes each year? 4

• Hadthe person you interviewed tried to quit? • Why do people who smoke want to quit? • Why can't smokers quit? Highlight the fact that people who smoke often get hooked on cigarettes and that almost every- one who smokes has tried to quit but most can- not. Ask the students how this fact relates to addiction and loss of personal control. The following points should be made follow- ing the discussion of the interviews: • Getting addicted is a process; • Anybody can get hooked on cigarettes--all you have to do is smoke them; • Although you won't get hooked by smoking one cigarette, you start the addiction process with your very first cigarette; • Once you're hooked, you lose power to con- trol yourself: the cigarette is in control once you are hooked; • It is very difficult to get unhooked because cigarette addiction is very powerful; • Once you're hooked--even if you get un- hooked-you are never quite the same beo cause of the tar that's stuck in your lungs and the lingering effects of being hooked; and, • Nearly everyone who has gotten hooked on cigarettes has tried to quit. What does this tell you about smoking cigarettes? 3. Introducing the Smoking Machine Demonstration. Explain that today the students will begin to find out for themselves what is in cigarette smoke. Ask the students to watch very carefully. 4. Assembling the Smoking Machine. As you perform the following steps, explain to the class what you are doing. See Figure I for assistance. a. Remove the top of the squeeze bottle. b. Take the two cotton balls and have several students examine them closely. Have them describe the cotton balls' properties, especially color and texture (softness). 1 Squeeze Bottle T~pe Cotton Ball & Paper Clip Cigarette (Remove base if possible) ~oft Drink Bottle Inside View of Nozzle Clip Cotton FIGURE 1 5

c. Ask the class to select one of the cotton balls for the demonstration. Insert it in the lid of the squeeze bottle and secure it with the paper clip. (Note: when taping the paper clip to the underside of the lid, be careful not to cover the hole with the tape._) d. Insert and tape a cigarette to the nozzle. e. Screw the lid onto the squeeze bottle. L Light the cigarette. (Note: several soft squeeze of the bottle will be necessary to light the cigarette). g. Carefully insert the cigarette into the soft- drink bottle. (Note: the plastic will melt if touched by the burning end of the cigarette. h. Tape the bottles together securely. 5. The Demonstration, Part One. "Smoke" the cigarette by squeezing the smal- ler bottle. As the larger bottle fills with smoke, explain that it is about the size of an adult human lung. Continue until the cigarette has burnt down close to the filter. Explain the following points during this part of the demonstration: • Cigarette smoke has many things in it; ask the class if the three most important substances can be named. • The smoke has tar, carbon monoxide, and nicotine in it. • Ask if anyone knows where carbon monoxide can be found; explain that the exhaust from cars and busses has carbon monoxide in it. Ask how many of the students like to stand directly behind a bus as it pulls away from the curb and take a deep breath of the exhaust. Explain that carbon monoxide is a poison: it can kill people. • Explain that nicotine is in cigarette smoke and it also is a poison. As a matter of fact, nicotine was once used by farmers as a pesticide. But it was too strong: people got sick from eating the food sprayed with nicotine. It was barred by the U.S. Govern- ment. Explain that if two cigarettes are broken into ajar of water, the nicotine would dissolve in the water and make it a poison! (See Additional Activities) 6. The Demonstration, Part Two. Carefully dismantle the machine. Losing as little smoke as possible, quickly screw the cap on the large bottle and stand it upright. Using the tweezer, remove the cotton ball and place it on the clean piece of paper with the"unsmoked" cotton ball. Allow the students to inspect the two balls closely. Ask them to compare the appearance of the "smoked" and clean cotton balls. Ask the class what they think is on the smoked cotton ball. When tar is mentioned, ask what this implies about the effectiveness of the cigarette filter. Ask the class where the substance on the cotton would have gone if someone had actually smoked the cigarette (mouth, throat, and lungs). Ask the class about the smoke that leaves the burning end of the cigarette without going through the filter--the smoke that others near the cigarette breathe. Emphasize that cigarette tar is very similar to the tar on roofs: both are dark, sticky and gooey and neither will wash off your fingers easily. Because we can't wash our lungs, once tar gets in them it will stay there for a very long time/Make clear that tar begins to build up in the lungs the first time a cigarette is smoked. 7. The Demonstration, Part Three. Return the students' attention to the smoke- filled bottle. Remind the class that the bottle is roughly the size of an adult human lung. Ask what we can expect smoking to do to a human lung. Remove the cap and allow the students to smell the contents of the bottle. Ask how smoking can affect someone's breath. 8. Summing Up. Review the general findings of the Smoking Machine Demonstration. Be certain to empha- size the following: 1. Even though we can't feel them, cigarette smoke contains many tiny particles; 2. Tar is one of the particles in cigarette smoke; 3. The tar in cigarettes is very much like the tar on roofs: it is dark, sticky and gooey; 4. Cigarette filters do not catch all of the tar in cigarette smoke;

5. Anybody who smokes gets tar in their lungs; 6. When it gets in the lungs, tar coats the surface of the lung and cuts down its ability to absorb oxygen into the bloodstream, thus making it hard to breathe; 7. Tar will stay in a human lung for a very long time because tar is sticky and we never wash our lungs; 8. Tar begins to build up in the lungs with the first cigarette; 9. Smoking gives people bad breath. 9. A Puzzle. Explain to the class that recent studies of people who have had heart attacks have shown that smokers have a 40% greater chance of dying during the attack. Ask why this might be so. Highlight those ideas that link cigarette tar clogging the lungs to the increased death rate. Explain that as tar coats the lung surface, the absorption of oxygen into the bloodstream becomes more difficult. During a heart attack, blood flow to the brain is reduced. If the brain does not get enough oxygen, death results. 10. Cigarette Ad Collection. Remind the students to continue collecting cigarette ads from newspapers and magazines and to tape them to the "Death in the West" Is Coming! Chart. SUMMARY • You introduce and begin the scientific exploration of cigarettesl • The students present their findings from the adult smokers they interviewed. • You do the Smoking Machine Demonstra- tion. • You discuss the poisonous nature of carbon monoxide and nicotine. • You discuss the demonstration, emphasizing the nature of tar and its effects on the lungs. _ • You challenge the class with a puzzle con--~-: cerning a recent finding about what happens - to smokers who have heart attacks. ADDITIONAL ACTIVITIES 1. The Smoking Machine apparatus can be used by interested students to compare: • filter vs~ non-filter cigarettes • "low" tar vs. regular cigarettes • menthol vs. unflavored cigarettes 2. What things make up a cigarette? What chemicals are added to tobacco? What is cig- arette paper made of? How are the filters constructed? What is menthol and why is it added to cigarettes? Interested students might research these questions. A good initial source is the World Book Encyclopedia. Have the students print their findings on large pieces of butcher paper and hang them in the class. Oral reports to the class are also suggested. 3. Poisonous Water can be made by breaking cigarettes into a small jar of water (a may- onnaise jar is ideal). After the cigarettes are in the water, put the top on securely and shake the jar. As the tobacco dissolves, the water will begin to change color. The brownish tint is a result of the tobacco and the coloring added to the tobacco. During this time, the nicotine in the tobacco will also dissolve in the water, making the contents poisonous. Warn the class that under no circumstances can anyone play or joke with this jar or the water because someone could get hurt seriously. Explain that nicotine is a poison and poisons kill people. Label the jar and let it sit overnight. The next day, allow students to smell the water. If a demonstration of the poisonous water is desired, place a small amount of the water on ants or other small bugs. The ants will not drown, they will be kined by the nicotine.

DAY 3: FACTS ABOUT CIGARETTES (Estimated time required: 30 minutes) PURPOSE This activity is intended to teach: 1. Twelve important facts about the physio- logical effects of cigarette smoking; 2. That cigarette makers might not want people to know these facts about smoking. MATERIALS Facts About Cigarettes Materials: playing board (or substitute) 24 3" x 5" cards 24 paper clips Statement and Answer Cards (to be cut out of this booklet) Answer Key GETTING READY 1. Making the Playing Board for Facts About Cigarettes. Before this activity, the Playing Board for Facts must be prepared. Facts is modeled after the popular game of "Concentration." The large Playing Board can be made by using a large piece of cardboard, posterboard, or other sturdy material. Tape only the top edge of 24 3" x 5" cards to the board in four rows of six cards. (Note: the cards must be able to be turned up.) Draw a dark line down the middle of the board and label the left side "Statements" and the right side "Answers." Starting at the top, left-hand side, number the cards from I to 24 in bold print. See the illustration for guidance. Cut out the 12 Statement and 12 Answer cards along the dividing lines (on pages 21, 23 and 25. To prepare the board for play, clip the State- ments and the Answers randomly to the numbered cards on the appropriate side of the board. Clip them so that when the card is turned up, the words can be read. The blackboard may also be used as the play- ing surface. Tape the numbered 3" x 5" cards to. the board in the same configuration shown in the illustration. Draw the dividing line on the board. Write the headings "Statements" and "Answers" as shown in the illustration. Clip the 12 Statement and 12 Answer cards to the numbered cards as described earlier. THE ACTIVITY 1. Introducing Facts About Cigarettes. Explain that there are many things about cigarettes and cigarette smoke that have been discovered in the last few years that very few people know. Ask what might happen to ciga- rette sales if everyone knew a lot more about the health effects of cigarettes. Highlight those ideas that suggest that cigarette sales might go down if people had more information about cigarettes. Ask if the makers of cigarettes want us to know a lot about cigarettes. Emphasize those ideas that suggest that cigarette makers probably do not want people to know the facts about cigarettes and may even be keeping infor- mation from us about the dangers of smoking. Explain that today the students will learn some important facts about smoking that cigarette makers would probably not want them to know. FACTS ABOUT CIGARETTFS! Statements Answers

2. Explaining the Rules of Facts. Facts is based on the game called "Concen- tration." The students will attempt to match statements with answers to form complete facts about smoking. A turn consists of a student calling out two numbers. You then turn up the Statement card requested and read it aloud and do the same for the Answer card. If the cards match, you should remove the Statement and Answer cards and discuss the fact; then give the cards to the student who matched them. If the .- Statement and Answer cards do not match, turn -~: them back over and go on to the next student. (Note: Statement and Answer cards are num- bered in the lower right-hand corner for the teacher's convenience in identifying correct matches). FACTS ABOUT CIGARETTES Answer Key Statement 1. Cigarettes are dangerous if they have any of these two substances... 2. You will not find this information on the side of a cigarette package... 3. This is something the cigarette companies will never tell you: if you breathe other people's smoke... 4. This is an easy one. Cigarette smoking causes... 5. Cigarette companies probably want young people to begin smoking because... 6. Cigarette companies don't want you to know this about nicotine... 7. One of the gasses that comes from a cigarette is... 8. The cigarette companies will never tell you this one about pregnant mothers who smoke... 9. This one is surprising! People who live with smokers... 10. Although cigarette filters catch some of the tar... 11. It hurts when you begin to smoke because... 12. Hardly anyone knows this. People who smoke and have a heart attack... Answer ... tar and nicotine---even if the cigarette has very small amounts of them. ... any of the chemicals added to tobacco when cigarettes are made. There are over 300 things added! ... it's almost like you're smoking too! ... cancer, heart problems, and other serious ailments. ... if you get hooked when you are young, the cigarette companies will get a lot of your money! ... nicotine is a poison and was used by farmers as a pesticide! But it was too strong and the U.S. government banned it. ... carbon monoxide--the same gas that is in car and bus exhaust! ... a woman who is pregnant can badly harm her unborn baby by smoking. ... get sick more often than people who don't live with smokers! ... the rest of the tar gets stuck to your lungs and stays there for a very long time. ... you are burning the inside of your mouth, throat, and lungs. ... have a much greater chance of dying-- 40% greater chance!

3. Playing Facts. Group the students into teams of 5 to 6. Be sure that team members work together in select- ing card numbers. During the game, discuss each fact with the students as it is matched, emphasizing how few people know these things about cigarettes. The team with the most matched facts at the end of the game is the winner. 4. Discussing Facts A bout Cigarettes. At the end of play, review each of the facts presented in the game. Bc certain each fact is understood by all the students. Ask why most people don't know these things about ciga- rettes. Ask why people who make cigarettes probably don't want us to know these important facts about cigarettes and cigarette smoke. Highlight those ideas that relate the knowledge of these facts to the possibility of decreased cigarette sales. Emphasize that the people who make cigarettes probably think that if we knew a lot about cigarettes fewer people would buy them. Impress the students with the idea that cigarette makers may be trying to keep impor- tant information about smoking from us. 5. "Death in the West." Tell the class that a very important T.V. show will be on tomorrow evening (give exact time and channel). The program, "Death in the West," is part of this unit on smoking and must be watched. Explain that one cigarette company never wanted anyone in this country to see this program. Ask the class to tell their families and friends to watch the show. 6. Collecting Cigarette Ads. Remind the class to continue to bring ciga- rette ads for the "Death in the West" Is Coming[ " ~ Chart. The Chart should be filled for the next . ' activity. SUMMARY • You introduce the concept that there are facts about the hazards of cigarettes that few people know--information that cigarette companies may not want us to know. • The students play Facts About Cigarettes. • You review and discuss the facts presented in the game. ADDITIONAL ACTIVITIES 1. Facts can be played repeatedly by randomly reclipping the Statement and Answer cards to the numbered cards. This may be a good activity for students during recess or free time in class. 2. Interested students may want to find out more about the hazards of cigarette smoking. The American Heart Association, American Lung Association, and the American Cancer Society are good sources of information. A local chapter will be listed in the White Pages of your phone book. They will furnish, without charge, brochures and posters about the hazards of smoking. The students can use these mater- ials to prepare classroom displays and oral reports. 10

DAY 4: CIGARETTE COMPANIES DON'T WANT US TO KNOW EVERYTHING (Estimated time required: 35 minutes) PURPOSE This activity is intended to teach that: 1. Cigarette ads are designed specifically to lure people who are between the ages of 12-18 years to smoking; 2. At least one tobacco company tried to keep important information secret about their attempts to get young people to smoke ciga- rettes; and, 3. Another tobacco company, Philip Morris, makers of Marlboro cigarettes, also tried to keep important information secret about cigarettes. MATERIALS /'Death in the West" Worksheet (1 for each student) GETTING READY 1. Duplicating the Worksheet. Tear out and duplicate one "Death in the West" Workstieet for each student (page 20). THE ACTIVITY 1. Do Cigarette Companies Want You to Smoke? Ask what happens to cigarette companies when people get hooked while they arc young. Discuss this question, highlighting answers that refer to increased profits for the cigarette com- panies, since the person becomes addicted early and smokes for a very long time. Suggest that cigarette companies likely know that people who smoke get hooked and that it's very hard to quit. If cigarette companies can get young people to begin smoking, they might get hooked and then have to smoke. If this happens, the cigarette companies will get two things: 1. Your power to be independent; and, 2. Your money. Cigarette companies make large amounts of money from people who are hooked on ciga- rettes. 2. Introducing the Federal Trade Commission Report. Tell your students that the United States Government investigates companies that make things people buy. The government does this to protect and inform us. Explain that in 1981, the Federal Trade Commission investigated the cigarette industry and cigarette advertising. When the report was released to the public, something was strange about it: it was missing 42 pages! Curiously, the parts missing were about the advertising strategy of a large ciga- rette company. Explain that the Secret Section is now available. After reading it, we can see why the cigarette company did not want people to know about it. The Secret Section tells how one cigarette company tries to attract young people to smoking. Explain that you have the part of the report describing the actual adver- tising practices of this tobacco company. (Note: slight changes in wording have been made to make reading easier.) 3. Analyzing the Secret Section of the F.T.C. Report. Read the top paragraph of the sheet aloud (page 13). Emphasize that what the students are now about to hear was secret until just .months ago. Explain that the cigarette companies didn't want anyone to ever see this information. After you read the first statement, ask a stu- dent to explain the meaning of this part. Then, ask the class if any of the ads on the "Death in the West" Is Coming! Chart tries to show that 11

Smoking is part of growing up or becoming mature. Have students point out ads that support this first strategy. Continue through the remaining four parts of the strategy in this fashion. As you proceed, be certain to remind the class that this document had been secret until very recently. Emphasize that most ciga- rette ads appeal to those things wanted most by teenagers. Ask why the cigarette companies would want to keep this information secret. Stress that this document proves that at least one cigarette company tries hard to get young people to smoke. Review the strategy of Viceroy cigarettes: • Make smoking look like a symbol of grow- ing up; • Make cigarettes a sign that the smoker is an adult; • Show that cigarettes and cigarette smokers are wild and fun; • Relate cigarettes to pot, wine and beer; and, • Don't make anyone think about health! 4. Additional F.T.C. Report ExcerpL~ Using the "Additional Excerpts from the F.T.C. Report," read aloud the three additional sections. These statements concern the ap- proaches taken by different cigarette advertising companies. Discuss the meaning of each after it is read. As you consider each statement, ask if any of the ads on the Chart try to do what the statement said. Emphasize that these statements show that cigarette ads: 1. Try to avoid the fact that cigarette smoking is dangerous; 2. Attempt to pretend that cigarettes with menthol are safe (menthol is only an added flavoring); and, 3. Are designed for stupid, illogical and irra- tional people. 5. Summarizing the Investigation of Cigarette Advertising. Explain that this investigation of cigarette advertising had revealed some very important facts about how some cigarette companies try to get young people to smoke. Review the follow- ing findings: • Many cigarette ads--especially the type with pictures--are designed to appeal to people between the ages of 12-18 years; • By trying to show in ads that cigarettes can help teenagers get the things they want (to look good, have friends, look grown up), cigarette companies hope to attract young people to smoking; • Cigarette ads try to make people think smoking is safe and even healthy; • Cigarette companies will make a lot of money if young people smoke because once hooked they will have to buy cigarettes; and, • Some cigarette companies tried to keep this information from the public. (If they were hiding this, what other important informa- tion might they be keeping from us?) 6. Introducing "Death in the West." Explain the following points to the class: • In 1976, a British television company (Thames Broadcasting Company) made a documen- tary about six American cowboys and the advertising used by the people who make Marlboro cigarettes, the Philip Morris Com- pany; • The program was made with the help of the executives of the Philip Morris Company; • The program was shown in England one time and then the following things happened: • Lawyers for the Philip Morris Company went to England and forced the Thames Broad- casting Company to give them all of their copies of the T.V. show; • The lawyers for Philip Morris took the copies and put them in their safe--so that no one would ever see the show again; • One copy of the film was smuggled to the United States; • Philip Morris hired lawyers to track down the cowboys in the film to try to get them to admit that. they weren't real cowboys (one cowboy had died by the time the lawyers found him); • Th~ program has been on T.V. in the U.S. several times, but most people do not even know it exists. 12

THE FEDERAL TRADE COMMISSION REPORT ABOUT CIGARETTE ADVERTISING SECRET SECTION The report quotes a study done for the manufacturers of Viceroy cigarettes. One purpose of the study was to recommend a strategy for attracting young smokers to cigarettes. Here is the five-part plan: I. Create a situation taken from the day-to-day life of the youngster, but, in an elegant manner, have this situation touch on the basic symbols of the growing-up, maturity process. 2. Present the cigarette as one of the few ways of showing everyone that the smoker has entered the adult world. 3. Present the cigarette as part of the illegal or forbidden pleasure category of products and activities available to young people. 4. To the best of your ability, relate cigarettes to "pot", wine, beer, sex, and other similar things. 5. Don't communicate health or health-related points. ADDITIONAL EXCERPTS FROM THE F.T.C. REPORT Section Ih Reducing People's Objections to Cigarettes All cigarette advertisers assume that people have objections to smoking. What the cigarette advertisers said in their report called "How to Reduce Objections to Cigarettes" was: "Start out from the basic assumption that cigarette smoking is dangerous to your health--then try to go around it in an elegant manner but don't try to fight it because it's a losing war." Section IIh Making People Believe that Menthol Cigarettes are Safe! Advertising companies that try to get people to smoke menthol cigarettes have done the following: "... attempted to capitalize upon the erroneous consumer perception that there is a health benefit to smoking mentholated cigarettes. Documents pertaining to the marketing of Kool cigarettes demon- strate that the company is aware of the consumer misperception about the relative safety of menthol cigarettes and uses it in the advertising strategies for Kools." Section IV: What Advertising Companies Think of People Who Smoke Cigarette advertisers have very strong beliefs about people who smoke. In the hearing they said: "Smokers have to face the fact that they are illogical, irrational and stupid. People find it hard to go through life with such negative ideas about themselves. What saves them is rationalization, the ability to justify illogical behaviors. We must help people rationalize the act of smoking in our advertisements." ~The public version of The Staff Report on the Cigarette Advertising Investigation, by the Federal Trade Commission, May 1981 can be requested by writing: The Federal Trade Commission 6th & Pennsylvania Ave. N.W. Washington, D.C. 20580 The 42-page confidential portion.of the report not released to the public can be ob'tained for $6 from: California Nonsmokers' Rights Foundation 2054 University Avenue, Suite 500 Berkeley, CA 94704 13

Explain that the program will be on tonight (give exact time and channel). Tell the class that the name of the show is "Death in the West." Distribute the "Death in the West" Worksheets. Explain that each student must answer these questions after watching the program. This homework will be needed for tomorrow's activ- ity. Instruct the class to listen during the show for the answers to the questions. Read aloud each question to familiarize the class with the Worksheet. Explain that cigarette companies used to advertise a great deal on television. This is not legal anymore, though cigarette ads can still be in newspapers, magazines, and on billboards. In this program, old T.V. cigarette ads are shown. Watch for them and be sure you know which is " an old ad and which is the truth about cigarettes. .- SUMMARY • You introduce the F.T.C. Report on Ciga- rette Advertising and analyze those sections kept secret from the public. • You. discuss the strategies some cigarette companies use to get young people to smoke. • You introduce "Death in the West" and re- view the worksheet for the program. 14

DAY 5: A TV SHOW YOU WERE NEVER SUPPOSED TO SEE: "DEATH IN THE WEST" (Estimated time required: 35 minutes) PURPOSE This activity is intended to teach that: 1. The makers of Marlboro cigarettes, the Philip Morris Company, tried to keep a tele- vision documentary off of the air; 2. The program, ."Death in the West," considers six American cowboys and their illnesses caused by smoking; 3. The Philip Morris Company may know that cigarettes hurt people but they tried to keep this show secret so that their sales would not be affected; 4. While cigarette companies try to attract young people to smoking, they may be keeping other important facts from the public about the dangers of both smoking and breathing the smoke from an)~one's cigarette. MATERIALS Students' completed "Death in the West" Worksheets GETTING READY 1. Preparing Additional Worksheets. Have additional "Death in the West" Work- sheets available for students absent during the previous activity. THE ACTIVITY 1. Discussing the Worksheet. Explain to the class that yesterday they were given some questions to consider while listening and watching "Death in the West." Refer to the "Death in the West" Worksheet Key and read the first question. Highlight those statements that come closest to the correct answer. Discuss the first question until the class understands that every doctor said that smoking caused each serious illness. Proceed to the second question and continue in this fashion until the entire Worksheet has been discussed. 2. A Curious W.arning. Many adults who are hooked on cigarettes or harmed by smoking try to talk young people out of beginning to smoke. Ask why this happens. Draw the class' attention to Ray Madson and ask why he showed his scar to a young person. Relate Madson's warning about smoking to the advice given by the people the students inter- viewed in the first activity. This is a good oppor- tunity to review and highlight the health facts about smoking. 3. Discussing Reactions to the Program. Ask the students what they thought about "Death in the West." Discuss students' impres- sions of the film and the reactions of those with whom they watched the documentary. Ask what the class thought about James Bowling and Dr. Helmut Wakeham, representatives of Philip Morris. Ask the class why Mr. Bowling and Dr. Wakeham probably want people to buy cigarettes. Stress the fact that cigarette com- panies make an enormous amount of money selling a product that is dangerous to people who smoke and even to people who are around smokers. It is estimated that Philip Morris sells $3.3 billion worth of Marlboro annually! Ask what might happen to someone who smokes. Be sure to list: cancer, emphysema, and heart disease. Then, in a dramatic tone, ask what will happen to someone who begins to smoke. Be certain to mention: burnt throat, tar in the lungs, and, most important, beginning to get hooked, As if the class thinks that Mr. Bowl- ing and Dr. Wakeham know that cigarettes are addicting. Ask if Mr. Bowling and Dr. Wake- ham know that people who smoke get sick more 15

often than people who don't smoke. Ask the class if they want to give up their power and independence to cigarettes and their money to people like Mr. Bowling and Dr. Wakeham. 4. Summing Up "Death in the West." Remind the class that since 1976 when the film was made, all of the cowboys with cancer have died. John Holmes, the cowboy with em- physema, is still alive but he is very sick. 3ames Bowling has been promoted and Dr. Wakeham is no longer working full-time at Philip Morris. An important point to be discussed concerns the efforts of the cigarette industry to keep im- portant information from the public. For ex- ample, although cigarettes are considered a "food" by the U.S. Government (tobacco grow- ers still receive subsidies for growing tobacco), cigarette companies do not have to list the ingre- dients added to tobacco on the side of their packages. Would people smoke if they knew what is added to each cigarette? There are over 300 additives used in cigarettes. Another example of the tobacco companies trying to keep information from the public is seen in cigarette advertisements. Referring to their investigations, remind the class of. the secret sections of the ET.C. report and what they revealed about the attempts made by some cigarette companies to attract 12-18 year olds to smoking. Tell the class that it seems that the tobacco companies want kids to smoke--and have tried to hide this fact from the public. 5. In Conclusion. Explain that each student is now an expert on cigarettes and smoking because they have more knowledge on this topic than most people in the class has entire country. For example, the learned about: tar; carbon monoxide; nicotine; getting hooked; the danger of breathing other people's ciga- rette smoke; • the secret documents showing that some ciga- rette ads try to get teenagers to smoke; and, • a film--that had been kept secret--about six cowboys dying because they smoked. The class also learned many other important facts about smoking that the cigarette com- panies might not want us to know. For instance, people who live with smokers get sick more often than people who live with nonsmokers. Explain that because the students are now experts, they must not make the mistake of believing cigarette advertisements or ever thinking that smoking is safe. Experts would never make such mistakes. SUMMARY • You discuss the "Death in the West" Work- sheet. • Students discuss their reactions and the impressions of others to the documentary. • You summarize the film and relate it to other information kept secret by the cigarette com- panies. • You conclude the "Death in the West" mini- unit. 16

"DEATH IN THE WEST" WORKSHEET KEY 1. What do all the doctor~ say is the reason for the cowboys' illnessesY Cigarette smoking. 2. What does emphysema do to lungsY Emphysema causes traumatic deterioration of the lungs. The lungs are eaten by the disease; a lung ravaged by emphysema will have holes in it. Cigarette smoking is a major cause of emphysema. 3. Could the cowboys~ illnesses have been caused by pollution from cars, busses or factoriesY It is highly unlikely. The cowboys lived in areas of the country where there is virtually no industrial pollution or smog. 4. Were any of the cowboys hooked on cigarettesY Junior Farris, the rodeo star, had tried to quit after his heart attack but failed. It might be safe to say that the other cowboys were also hooked, since they had all been long-time smokers. $. Why did the cowboys begin to smokey Bob Julian, the first cowboy, said that he started because he "thought to be a man you had to have a cigarette in your mouth." John Holmes, the cowboy with emphysema and the oxygen tank on his saddle, said that he started when he was 17 because he "thought it was the thing to do--I thought it was going to give me stature, make me a man." John Harlin, the third cowboy who had never dreamed of cancer, said that he started when he was 15. "I never thought cigarettes were dangerous." Ray Madson, the cowboy who showed his scar to the youngster, started when he was between 18 and 19 years old. "I guess I wouldn't do it again--you never get your second chance." Junior Farris, the rodeo star, did not say when or why he began to smoke. Harold Lee, the final cowboy, had smoked for 30 years. "I lost and I smoked." Generally, the cowboys began to smoke to help them look more grown up and more like an adult. 6. Does the scientist for Philip Morris know that there are dangerous things in cigarette smokey Dr. Wakeham, Vice-President for Science and Technology, said that there arepolycyclic hydrocarbons in smoke and that they are carcinogenic (cancer-causing). Polyeyelic hydrocarbons are very dangerous to an.vone who breathes them. 7. What does someone say about applesauceY Dr. Wakeham said, "Anything can be considered harmful. Applesauce is harmful if you get too much of it." In response to the reporter's observation that few people were dying from applesauce, Dr. Wakeham said, "They're not eating that much." Ask if applesauce is as harmful as cigarettes. 8. Why was Philip Morris afraid for people to see "Death in the West"Y Although no one outside of the Philip Morris company knows the exact answer to this question, there are two leading possibilities: • Philip Morris was afraid that the program might hurt their overall cigarette sales. • Philip Morris was concerned that the dtmumentary might destroy the advertising image of the "Marlboro Man." It is possible that after seeing ".Death in the West" people might associate illness and cancer with the Marlboro Man rather than independence and strength. This possibility might render the advertising approach useless for those people who are the prime targets of most cigarette advertising: teenagers. Ask the class to compare the Marlboro Man with real cowboys who smoke. Ask the students to compare the Marlboro Man with the Virginia Slims lady (both cigarettes are produced by Philip Morris). 9. Do you think that cigarette companies have the right to keep information about the dangers of cigarettes secretY A question for debate among the students. 17

Name: Teacher SMOKER'S INTERVIEW Find someone you know who smokes cigarettes. Explain to him or her that you need some information for your class at school. 1. When did you smoke your first cigarettel 2. What was it likel Was it funl 3. Why did you begin to smoke~ 4. How much did you smoke at first? 5. How much do you smoke now? 6. How much do you usually spend on cigarettes in a monthl 7. Have you ever tried to quit smoking~ • What did you do to try to quitI (If "yes," ask these questions:) (If "no," skip to #8) • Did it worki • How many times have you tried to quitl 8. What advice would you give to someone my age who was thinking about smoking~ THANK YOU FOR YOUR HELP! 19

Nallle: "DEATH IN THE WEST" WORKSHEET Answer these questions after you watch "Death in the West." 1. What do all the doctors say k the reason for the cowboys' illnesses? 2. What does emph.vsema do to the lunKs? 3. Could the cowboys' illnesses have been caused by pollution from cars, busses or factories? Explain your answer. 4. Were any of the cowboys hooked on cigarettes? Explain your answer. 5. Why did the cowboys begin to smoke? 6. Does the scientist for Philip Morris know that there are dangerous thinks in ciKarette smoke? 7. What does someone say about ~pplesauce: 8. Why was Philip Morris u/raid for people to see ~Death in the West"? 9. Do you think that cigarette companies have the right to keep information about the dangers of ciKarettes secret? Explain your answer. 2O

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TEACHER EVALUATION We are very interested in your comments on the "Death in the West" Supplemental Curriculum. 1. Grade 2. Class 3. Subject You Teach: Size: You Teach: 4. How did you hear about the Supplemental Curdculuml S. Did you receive the materials with sufficient time to prepare? 6. Check the activities you carried out with your class: ~ Day One: Introduction ~ Day Two: Smoker's Interview Dkcus;ion & Smoking Machine Demonstration ~ Day Three: Facts About Cigarettes ~ Day Four: Advertisements & the F.T.C. Report ~ Day Five: "Death in the West" Discussion 7. Of the activities you used, which were the most valuable to you and ),our dass? 8. How stimulating were each of the following for your students? Circle the number. Not Some- at All what • Smoker's Interview Discussion 1 • Smoking Machine Demonstration 1 • Facts About Cigarettes 1 • Analyzing Ads with the F.T.C. Report 1 • "Death in the West" Worksheet Discussion 1 • The film, "Death in the West" 1 Very 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 9; What is your overall evaluation of the curriculuml Circle the grade. A B. C D F Excellent Average Poor 10. We would appreciate any additional comments you might have. Please tear out this sheet return it to California Nonsmokers' Rights Foundation. Thank You! and 27

Order Form PYRAMID DEATH IN TH E WEST Name Position Organization Address City Telephone State Zip RE NTAL: [] 16mm film: $45 [] ~" videocassette: $45 PURCHASE: [] 16ram film: $295* [] ~".videocassette: $175" [] ½" vldeocas~ette: $95* Qty. Total [] Please send information on other substance abuse films. The undersigned agrees not to charge any rental, handling charge or other fee (other than its actual cost) to any third party to whom the undersigned loans, gives or otherwise makes available the videotape(s) or film(s) ordered. Signature Date PYRAMID IS COMMITTED TO THE EDUCATIONAL DISTRIBUTION OF THIS FILM AS A PUBLIC SERVICE. ANY NET PROCEEDS ARE DONATED TO THE CALIFORNIA NONSMOKERS' RIGHTS FOUNDATION, A NONPROFIT ORGANIZATION. *Shipping charges, insurance charges and sales tax (when applicable) are added to all orders. Prices are subject to change without notice. PYRAMID FILM & VIDEO * BOX 1048 * SANTA MONICA, CA 90406-1048 * (213) 828-7577 • TOLL FREE: (800) 421-2304

About the CALIFORNIA NONSMOKERS' RIGHTS FOUNDATION California Nonsmokers' Rights Foundation 2054 Univerdty Avenue, Suite 500 Berkeley, CA 94704 (415) 841-3032 The California Nonsmokers' Rights Foundation is a nonprofit, tax deductible organization to pursue a coordi- nated action-oriented program of educational and legal activities to ensure that nonsmokers can avoid involuntary exposure to tobacco smoke in public places and places of employment. These principles guide the Foundation: • All programs are action-oriented: A program is initiated when one or more specific changes in the status quo are identified and the program is designed to produce these changes. • The Foundation implements programs in areas not already covered by existing agencies. When such programs have been developed by existing agencies, the Foundation builds on these programs or adapts them for its own use. • All programs and materials the Foundation develops are shared freely with others. In addition to distributing this curriculum and "Death in the West," the Foundation has published Tobacco Smoke and the Nonsmoker, which summarizes the hazards to nonsmokers of involuntary smoking, and Clearing the Air at Work, which outlines how nonsmoking employees can avoid involuntary smoking at work. The Founda- tion is pursuing a major program concerning smoking in the workplace and working to implement legislation passed to protect the rights of nonsmokers, including legislation to protect nonsmoking teachers. About the RISK AND YOUTH: SMOKING PROJECT Lawrence Hall of Science University of California Berkeley, California 94720 (415) 642-3679 The Risk and Youth: Smoking Project (RA~,) of the Lawrence Hall of Science, University of California, Berkeley, has created and tested a curficulum~9f~ent smoking in young adolescents. The 13-part program, designed for upper elementary and junior hi~h's¢l~'.d~(~quth, is based on the Project's research findingsthat help to explain why young people begin to smcd~e~a'r~The health hazards of smoking, the nature of cigarette advertising, and decision-making in social situations • that tempt youngsters to smoke are three major components of the curriculum. The materials included'.~h'tle'a~:a'~s~'~£ portio~ of the larger, comprehensive program.

PYRAMID Nobi~°r~okerd ~ights Foundotion 2054 University Avenue, Suite 500 Berkeley, CA 94704 (415) 841-3032