Tobacco Documents Online

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