Smoke screen 2 - Access to Media Education Society

Youth-created counter marketing
Smoke
screen 2:
smoking...
Through the Eyes
of New Canadians
makes...
us...
sick
ESL
Guide
contents
?
www.smokescreen.ca
a tobacco prevention/cessation resource to help English as a Second
Language (ESL) teachers and community leaders keep youth from smoking or to help them stop smoking.
Although the focus is on immigrants
and refugees (referred to in this guide
as newcomers), all young people can
benefit from viewing the documentary
and participating in the learning activities. This resource guide is designed for
grade 8 – 10 youth; however, feedback
has shown that the lessons contained
in this package may benefit younger
students as well.
Smoke Screen2:
Through the Eyes of New Canadians,
Through the Eyes of New Canadians
WELCOME to Smoke Screen 2:
The Guides were created by Kate Dahlstrom. Kate
brings over 25 years of developing curriculum and
9 years on issues specifically related to tobacco
prevention and cessation. She was assisted by
Dorothy Fitch, an experienced ESL and
English teacher and the guidance of
program reviewers
Layout/Graphic Design by:
Imagine That! Creative Consulting
[email protected]
Preface
2
Table of Contents
2
Acknowledgements
3
Rationale / Objectives
4
How to Use This Resource
5
DVD Chapters / Themes
6
Newcomer Canadian Youth
& Smoking: A Backgrounder
For Teachers
7
Lesson Plan 1:”Getting Started”:
Youth Created Counter Marketing
8
Lesson Plan 2: “Personal Experiences”:
Smoking and Newcomer Experiences
15
Lesson Plan 3: “Take Care!”
19
Lesson Plan 4: “Movie Star or Falling
Star?”
22
Lesson Plan 5: “How Do We Rate?”
26
More Ideas
31
Did You Know?
32
Contacts/Resources/Web Sites
33
Glossary
35
Production of the Smoke Screen ads, Documentary, Resource Guide and this web site have been made possible
by a financial contribution from the Tobacco Control Programme, Health Canada.
1
2
YOUTH PARTICIPANTS / MEDIA PRODUCERS:
A big thank you to the youth for their creativity and vision in making the Smoke Screen 2 ads.
Maria Fernanda Baez
Caroline Bergoin
Jori Bojm
Andrew Chang
YooJin Cho
Steven Gamez
Brieanne Johl
Alexandra Ko
Diego MacLean
Pirouz Nemati
Frank Alexander Ospina
James Perry
Emily Ra
Jonas Salzberg
Kyle Snyder
Farhoud Tirgarian
CONSULTANTS/REVIEWERS:
We wish to acknowledge the many educators and health professionals whose thoughtful feedback
greatly contributed to the final version of Smoke Screen 2:
• Chansokhy Anhaouy, Multicultural Liaison Worker
• Gillian Berry , Counselor
• Amanda Cantelon, Educator
• Bruce Carlos, BC School Counselors Association
• Gloria Chiu, Multicultural Liaison Worker
• Sandy Drummond, B.C. Teachers’ Federation-Lesson Aids Service Coordinator
• Connie Easton, BC School Counselors Association
• Sylvia Helmer, PhD., ESL Consultant, Vancouver School Board
• Helen Jutla, Counselor
• Leona Lee, Peer-support Facilitator for Immigrants and Refugees
• Donna Lee, Educator
• Nathalie Lozano, Newcomer Community-Builder
• Kelly McDermid ESL Educator
• Francisco Fernando Granados Samayoa – Newcomer Community-Builder
• Adrienne Taplin-White, Tobacco Control Program, Health Canada
• Shirley Thompson, Tobacco Control Program, Health Canada
2
3
RATIONALE & OBJECTIVES
RATIONALE
The research on tobacco use is very clear. Tobacco is acknowledged to be the leading cause of preventable disease and death. This package, funded by Health Canada and produced by the Access to
Media Education Society (AMES), provides a peer-driven educational package to encourage youth to stay
smoke-free.
Recently, attention has been directed to the prevalence of smoking behavior among immigrant and
refugee youth, referred to in this document as newcomer youth. The advice of newcomer youth, as recommended by the results of a survey of new Canadian immigrants and refugees conducted by AMES
in 2006 was “to increase awareness of the dangers of smoking through educational materials” and “the
development of anti-smoking advertisements.” This resource is a direct outcome of these recommendations. Though targeted at this population, this resource is intended to be an intervention to help all
youth understand the dangers of using tobacco, the reasons young people begin to use and keep using
it and to provide some strategies to help them quit.
Youth who have already viewed the Smoke Screen 2 documentary and anti-smoking advertisements have
found the material very powerful. The power comes from the fact that the newcomer youth speak so
candidly about their experiences and their attitudes towards smoking. It also comes from the sincerity
of their desire to spread the word to a great number of people about the dangers of smoking. As one of
the main characters in the documentary states “I think it’s very important for youth to be able to express
themselves through media because it’s the only way to get your voice heard by many, many people.”
It is our hope that through the use of this documentary and accompanying materials more youth, both
newcomer and Canadian-born, will choose to be tobacco-free.
OBJECTIVES
The objectives of this learning resource package are to:
lIncrease awareness of ethno-specific attitudes and behaviors towards tobacco use.
lHelp youth understand the long and short-term health consequences of smoking.
lHelp youth identify with images that portray tobacco use as undesirable.
l Promote positive attitudinal change that will motivate youth to abstain from
smoking or decrease their use of tobacco products.
lIllustrate the power of youth-created media in promoting learning.
4
HOW TO USE THIS RESOURCE
This resource was primarily designed for advanced ESL students, but efforts have been made to adopt both the documentary and guide to make
them more accessible to a broader base of ESL learners (see below).
The documentary tells the story of a group of newcomer youth who are
given the opportunity to learn about the dangers of tobacco use and
develop anti-tobacco advertisements aimed at immigrant and refugee
youth. The documentary features the youth-made advertisements created during the project.
This guide contains five formal lesson plans for teachers desiring to use
the material in their classrooms to meet the prescribed learning outcomes of Health and Career Education 8 and 9 or Planning 10. The
lessons in this guide range from ‘easy’ to ‘challenging’ and instructors
should feel free to choose the lessons appropriate for the skill level they
are addressing. Each lesson can stand alone; however, when combined
they can be used as a complete unit of instruction. For your “cutting and
pasting” convenience, the attached supplementary materials CD includes
PDF’s of the entire ESL and General Guides, glossaries, & graphic organizers for each lesson. As well, there are a number of ideas that teachers or
youth group leaders can use to develop their own lessons or activities to
help youth remain or become smoke-free.
Because some of the topics in this guide could be sensitive and evoke
emotional responses for some of the students, it is worth prefacing each
lesson with a reminder to keep the environment respectful (i.e., no laughing, put-downs or interruptions). Students should also be reminded that
confidentiality is crucial to ensure honest and meaningful dialogue.
Modifying this resource for intermediate and beginner
ESL students:
In the interest of making this resource accessible to the widest range of
ESL students that resources will allow, the DVD also includes:
• a version of the ESL documentary that includes plain language English
subtitles as well as Chapter Headings/ Breaks,
• a version of the ESL documentary that includes simplified Chinese subtitles,
&
• a version of the ESL documentary that includes Punjabi subtitles.
for
Tips ing ESL
h
Teac ers
n
lear
l Introduce new or difficult vocabulary prior to the lessons.
l Stop the video frequently to check
for comprehension (see the ‘chapters’ explanation on the next page).
l Use visuals whenever possible
to enhance verbal explanations. If
possible present information visually
and verbally at the same time.
l Use graphic organizers to help
students organize their thinking.
l Allow ESL students to demonstrate their skills and knowledge in
non- textual ways such as drawings,
graphs, etc.
lGive students ample time to brainstorm in partners or groups prior to
performing. This allows students to
test out their ideas in smaller groups.
lEnsure handouts do not contain
dense text.
l Recognize that errors are a part of
learning and should not always be
corrected.
l Build on prior knowledge and
experience; personalize the material
as much as possible.
lReduce teacher talk.
l Use cooperative learning strategies whenever possible.
l Provide students with ample time
to complete the activity or assignment.
l Be positive and patient. Create a
low anxiety environment.
In addition to this the attached “supplementary materials” CD contains:
• worksheets / graphic organizers to go with many of the lessons
• full transcripts of the documentary in 5 languages (Simplified Chinese,
Punjabi, Vietnamese, Korean, Spanish).
• Translated versions of the “Did You Know?” Fact Sheet in Simplified Chinese,
Punjabi, Vietnamese, Korean, Spanish.
Note: We realize that these translations do not represent all of the languages that ESL students in British Columbia speak, but limited resources demanded that we only provide translations in the five most commonly
used languages.
5
THROUGH THE EYES OF NEW CANADIANS:
DVD Chapters/Themes
Markers/Chapters have been included on the DVD to make it easy to fast forward
to particular sections. The thematic headings are loose guides but are not explicitly
mapped out in the main ESL version of the documentary.
CHAPTER 1: Introduction: Newcomer Youth and Smoking
Ad featured in this section: Smoking Doesn’t Discriminate
Running time: approx. 3 minutes
CHAPTER 2: In Search Of Community:
Smoking And The Challenges Of Immigration:
Running time: approx. 3.5 minutes
CHAPTER 3: Smoking And Addiction
Ad featured in this section: Chained
Running time: approx. 3 minutes
CHAPTER 4: Smoking, Secrets And Family Influences
Ads featured in this section: Smoking Sucks, Papa
Running time: approx. 3.5 minutes
CHAPTER 5: The Social Costs Of Smoking
Ad featured in this section: Hot Date
Running time: approx. 1.5 minutes
CHAPTER 6: The Physical Costs Of Smoking
Ads featured in this section: What’s In It?
Running time: approx. 1 minute
CHAPTER 7: The Monetary Costs Of Smoking:
Ads featured in this section: Cost of Smoking, Wallet
Running time: approx. 2 minutes
CHAPTER 8: The Corporate Context
Ad featured in this section: Agent Tobacco
Running time: approx. 2 minutes
CHAPTER 9: Smoking In The Movies: Creating Images Of Cool
Running time: approx. 1 minute
CHAPTER 10: Youth Taking The Media Into Their Own Hands:
Creating Alternative Images Of ‘Cool’
Ad featured in this section: i Quit
Running time: approx. 2 minutes
6
NEWCOMER CANADIAN YOUTH & SMOKING
a backgrounder for teachers
New immigrants make up more than 25% of the total population of British Columbia; however, despite this, there has been very little current
research that explores race or ethnicity as it impacts tobacco use among
our youth.
In order to gain insight into the smoking attitudes, behaviors and awareness rates of newcomer youth, a community consultation process was
conducted by AMES prior to the creation of Smoke Screen 2: Through the
Eyes of New Canadians. This involved peer-facilitated focus groups with a
total of 194 newcomer youth. When asked why newcomer youth smoke,
the most common response was to fit in to the new society/culture and
to make new friends.
The desire to ‘make friends’, ‘be accepted’ and ‘fit in’ are things that almost everyone can relate to, but for newcomer youth the stakes are
much higher as are the barriers that must be overcome to realize these
desires.
In addition to the overwhelming task of getting oriented in a ‘strange
land’, many newcomers are contending with the realities of leaving behind family, friends and everything familiar.
If you’ve ever traveled to a foreign country you know how difficult it is
to communicate without the necessary language skills or how difficult
it is to follow unfamiliar customs. But unlike the traveler who can return
to friends and familiar territory, the newcomer youth must adapt quickly
to the new culture or remain isolated and lonely. It is not surprising then
that newcomer youth can be even more susceptible to pressures to pick
up habits like smoking in order to try to fit in and find friends.
“The ads in the documentary are made by newcomer youth
for newcomer youth because the most effective way to reach
this significant and rapidly-growing population is to directly
involve them in the creation of their own health promotion
messages.”
Jamie Perry, one of the creators of “iQuit” and “What’s In It?”
Recognizing the uniqueness
of newcomers’ experiences, this
project has aimed to create media messages that speak directly to immigrant youth in order to:
l increase their knowledge of the negative consequences of tobacco use,
l identify with images that portray tobacco use as undesirable, and
l be exposed to media images that motivate them to decrease their tobacco use.
7
LESSON PLAN 1: “Getting Started”
NOTE TO TEACHERS: This lesson will take more than one block of time. It is suggested that you conclude the first part of the lesson after the viewing and discussion of the documentary.
GOAL
Students will view the video, Smoke Screen 2: Through
the Eyes of New Canadians, discuss the effectiveness
of each advertisement and create their own antismoking commercial designed to prevent Newcomer Canadians from using tobacco.
PREPARATION
• Preview video, Smoke Screen 2: Through the Eyes
of New Canadians.
• Read Counter-Marketing Teacher Backgrounder and
Smoke Screen 2 Viewing Guide
• Copy Smoke Screen 2 Viewing Guide and Counter-
Marketing Student Backgrounder for each student.
• Check for comprehension of key vocabulary.
• see graphic organizer (supplementary materials) to
assist with the is lesson.
key
vocab:
lantilprolcounter
lmainstream
llyrics
lconveyed
lstrategy
lcampaign
lscare tactics
ltestimonials
lslice of life
INTRODUCTION
• Ask students if they have seen any anti-smoking
advertisements on television and share their answers.
• Discuss those that they thought were the most effective.
ACTIVITY
• Tell students that they will be viewing a documentary containing anti-smoking (counter-marketing) ads
made by and for newcomer Canadians.
• Introduce the concept of counter-marketing using the information contained in the Counter-Marketing
Teacher Backgrounder.
• View the documentary with the students and discuss.
• Distribute the Smoke Screen 2 Viewing Guide and read through the directions with the students.
• Play the (note: see “SS2 Ads” in DVD menu to view the ads on their own), stopping at the end of each
advertisement.
• Have students complete the appropriate worksheet questions and discuss each of the questions
contained in the Smoke Screen 2 Viewing Guide.
• Discuss their ranking of the advertisements and any further comments they may have.
• Tell the students that they will work in pairs or groups to create their own anti-smoking advertisement
designed for newcomer Canadians.
8
ALTERNATIVE ACTIVITIES
• Create a magazine style advertisement.
• Role play rather than video-tape an advertisement.
CLOSURE
• Invite students to share their advertisements with the group.
•Thank students for participating and end the lesson with the hope that they
will remain smoke-free or seriously consider quitting.
9
COUNTER-MARKETING TEACHER BACKGROUNDER
Counter-marketing is the term used to produce materials or create activities that show the truth about advertised products or services. Counter-marketing activities can promote smoking cessation and decrease
the likelihood of initiation. In addition, counter-marketing messages can have a powerful influence on public support for tobacco control intervention and set a supportive climate for school and community efforts.
Counter-marketing attempts to counter pro-tobacco influences and increase pro-health messages and influences. Counter-marketing consists of a wide range of efforts, including paid television, radio, billboard,
and print counter-advertising at the national and local level.
Tobacco advertising and promotion activities appear both to stimulate adult consumption and to increase
the risk of youth initiation. Children buy the most heavily advertised brands and are three times more affected by advertising than are adults. One study estimated that 34% of all youth experimentation with
smoking in California between 1993 and 1996 could be attributed to tobacco promotional activities.
Today’s average 14-year-old has already been exposed to more than $20 billion in imagery advertising and
promotions, creating a “friendly familiarity” with tobacco products and an environment in which smoking is
seen as glamorous, social, and normal.
Because of these ubiquitous and sustained pro-tobacco-use messages, counter-marketing efforts of comparable intensity are needed to alter the environmental context of tobacco use. Research has shown that
intensive mass media campaigns can produce significant declines in both adult and youth smoking.
Drawn from Best Practices for Comprehensive Tobacco Control Programs http://www.cdc.gov/tobacco/research_data/stat_nat_
data/bpchap6.pdf
10
COUNTER-MARKETING
STUDENT BACKGROUNDER
Advertising tries to convince us to buy things or do things like others do. The ads try to convince us that
we will be prettier or more handsome and have more friends if we buy or use their products.
Counter marketing is the term used to show us that advertising does not always tell the truth – or does
not tell the whole truth. We are going to watch a video that uses counter-marketing strategies. These ads
show us that smoking is not always glamorous or something that only the prettiest or most handsome
people do. Counter-marketing ads benefit our society because they increase pro-health messages and
decrease pro-tobacco messages.
When developing a counter-marketing ad, the two questions we must ask are:
11)
what is the main message we want to get across to
the audience,
and
22)
what strategy will we use to get the message across to
the audience.
In the SS2 ad titled HOT DATE, for example, the main message of the ad is ‘smoking kills your love life’ or
‘smoking makes you unattractive’ and the main strategy used to get this message across is humour.
See “LP1-posters” for visual examples of campaigns that illustrate each strategy.
HUMOur
Some of the most common strategies used
in counter-marketing
are:
lhumor
lscare tactics
lstatistics
lshock value
ltestimonials
lslice of life
Slice of life
credits and such...
credits and such...
11
SMOKE SCREEN 2 VIEWING GUIDE
Below is a short description of each advertisement featured in the
Smoke Screen 2 documentary followed by a question or questions designed
to stimulate discussion.
1. Doesn’t Discriminate
Using a video diary format, this ad conveys the message that smoking hurts
us ALL.
• If we know that smoking causes life-threatening diseases, why do
you think youth from so many different cultures smoke?
• What did you think this ad was about when you started to watch it?
Do you think the ‘set up’ and’ twist’ at the end of this ad makes it more
or less effective?
2. Chained
This ad dramatically depicts what a burden smoking is.
• In what ways is smoking a burden?
• What advice would you give to someone who wants to free
themselves from smoking?
3. Smoking Sucks
This animated ad cleverly illustrates how smoking sucks the life right out of you.
• Do you know anyone who is not able to do the things they once could
because they now smoke?
• Do you know of anyone who has died from a smoking related disease?
What were the circumstances and how did this affect you?
4. Papa
This animated ad features a little boy who looks up to and imitates his father’s
every move—until his father lights a cigarette.
• How much do your parents influence you?
• Are you a role model to anyone? How does this make you feel?
5. Hot Date
This humorous ad demonstrates how smoking can kill your love life.
• Do you think smokers are aware of what smoking does to their
physical appearance? Why or why not?
• Do you know anyone who would refuse to go on a date
with someone because they smoked? Discuss.
12
6. Cost of Smoking
Driven by a catchy tune, this ad illustrates some of the many benefits
of a smoke-free lifestyle.
• How is the girl in this ad empowered?
• Aside from monetary benefits, what other benefits will
this non-smoker realize?
7. Wallet
This ad humorously emphasizes the high price of smoking.
• Who benefits from the sale of a package of cigarettes?
• Do you think raising the price of cigarettes would deter youth from
smoking? Why or why not?
8. What’s in it?
Through animated effects, this ad reveals the toxic contents of cigarettes and
some of the health-related consequences of smoking. It ends with the question,
“What’s in it for you?”
• Why do you think youth smoke even when they know they are
putting harmful substances into their bodies?
• If these toxins were in the beverages you normally drink, would you
continue to drink them? Why or why not?
9. Agent Tobacco
This animation shows a young, terrified girl running through city streets—the
target of unknown pursuers.
• What makes this ad so powerful?
• What do you know about tobacco advertising and how it targets girls?
10. I – Quit
Spoofing popular iPod commercials, this ad reveals the downside of smoking
and the absurdity of viewing smoking as ‘cool’.
• How is smoking usually shown on television or in the movies?
• What makes this ad appealing to youth?
13
Comments
•humor •scare tactics •statistics
Main marketing strategies:
ss2 ad Rating/REview sheet
What marketing strategy is used?
Viewing Guide
What is the main message?
•shock value •testimonials •slice of life
2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1
Rating
How effective is the ad? Will it help teens to quit or not start smoking?
1 = totally ineffective, 2 = somewhat effective, 3 = effective, 4 = incredibly effective
Name of Ad
Doesn’t
Discriminate
Chained
Smoking Sucks
Papa
Hot Date
Cost of Smoking
Wallet
What’s In It?
Agent Tobacco
I-Quit
1 2 3 4
14
LESSON PLAN 2: “Personal Experiences”
Smoking and Newcomer Experiences
GOAL
Students will have an opportunity to discuss some of the realities of being a
newcomer youth in Canada, explore how some of these experiences can make it
more challenging to adopt healthy lifestyles and develop a plan that could help
them.
PREPARATION
Copy Quotes for each student.
Note to teachers:
Because this topic could be sensitive and evoke emotional
responses for some of the students, it is worth prefacing the
lesson with a reminder to keep the environment respectful
(i.e. no laughing, put-downs or interruptions). It might also
be advisable to tell students that they can approach you or
an appropriate counselor at the school if they need to talk
about anything that the discussion brings up for them. If a
student’s body language conveys any sort of distress, be sure
to check in with them after class. In order to ensure honest
and meaningful dialogue among the students, it is important
to stress the need for complete confidentiality.
INTRODUCTION
• Invite students to share any experiences they have had with joining a new group
or going to a new school.
• Check for comprehension of key vocabulary.
Key
Vocab:
lconfrontation
ldevastated
ltoxins
ACTIVITIES
•Distribute a copy of Quotes to each student.
•Tell students that these are quotes from newcomer Canadian youth like themselves
regarding their experiences when coming to Canada and having to deal with a new reality.
•Read or, if students are capable, have them read each quote or have them choose a quote that has
particular interest for them.
• Use the Question Guide for Teachers to have students discuss the quotes.
ALTERNATIVE ACTIVITY
• Have students share their thoughts about a particular quote with a partner or in a small group.
• Have students write their thoughts about a particular quote in their journal.
CLOSURE
• Have students work in pairs or small groups to develop a role-play showing how they can help each other
adjust to the school and keep them from joining the smoking group or have them choose one of the
quote and develop a role-play about it.
• Thank students for participating and end the lesson with the hope that they will remain smoke-free or
seriously consider quitting.
15
QUOTES
1. We know that smoking is affecting a lot of youth from different cultures
—no matter what culture you’re from.
2. A lot of people in class, right when the bell rang, said ‘I need a smoke’ and
I thought, ‘oh, it might be interesting to just try it out’.
3. When you first come to Canada it’s a challenge to learn the language and
find friends; to find a community where you can be accepted.
4. I have lived in Canada for five years and I have never seen immigrant
youth have the voice and power to put something in the media. It was
amazing to see something that I had worked on on TV. I felt like I was
included in the society-- that I could speak as a Canadian.
5. My parents don’t know that I smoke. I would feel really guilty if my parents
found out that I smoke because they didn’t do anything to make me want
to smoke. It’s not their fault and I don’t want to put the blame on them.
They might think, ‘oh, my, this is what happened for immigrating over here
to Canada’. I just don’t want to hurt my parents.
6. You know it’s wrong that you’re smoking and damaging your health just
to fit in. There are many other ways to do that than to smoke.
7.
My dad was a smoker until he was diagnosed with cancer. Because my
dad passed away, there is always a risk-- a thought in my head--that I
might get cancer as well.
8.
Sometimes I stare at my unlit cigarette and I say, “You embarrass me.
You are so small compared to me and yet because of you my willpower is
not strong enough to beat a little cigarette”.
9.
It’s ridiculous when you think about it; the amount of toxins I’m putting
into my body and the amount of money I’m wasting. It’s unbelievable! I
bomb about $200 a month just on smokes!
10. Since I was young my dad smoked. It was never easy for me to see that
and what he was going through and the fact that he could not quit and
all the arguments that he had with his family and with my mother about
smoking because no one wanted him to smoke.
11. I’m conditioned to think the gesture of smoking is cool. When I smoked
I wanted to be like one of those girls who looked cool, but when I
experienced it, it wasn’t cool at all.
16
QUESTION GUIDE for TEACHERS
You may wish to invite students to make general comments regarding each quote or use the
suggested questions to guide the discussion.
1. We know that smoking is affecting a lot of youth from different cultures—no matter what culture
you’re from.
• Do you think that newcomer youth are more likely to smoke than Canadian-born youth?
Why or why not?
• Could you share with others how smoking is viewed in your birth country?
2. A lot of people in class, right when the bell rang, said “I need a smoke”and I thought, “ oh, it might be
interesting to just try it out”.
• What advice would you give to this person?
• Aside from wanting to try smoking, what other reasons might this person want to join the smokers?
3. When you first come to Canada it’s a challenge to learn the language and find friends; to find a
community where you can be accepted.
• What were your feelings or some of your experience when you first came to Canada?
• When you arrived in Canada and began going to school, what did you do to find new friends?
• What advice would you give to other newcomers to help them feel included in a new culture?
• When you first came to Canada, did you speak English? If not, how did you communicate?
4. I have lived in Canada for five years and I have never seen immigrant youth have the voice and power
to put something in the media. It was amazing to see something that I had worked on on TV. I felt like I
was included in the society-- that I could speak as a Canadian.
• How important is it to feel included within a group?
• How would you feel if something you had created was being viewed by thousands of people?
5. My parents don’t know that I smoke. I would feel really guilty if my parents found out that I smoke because
they didn’t do anything to make me want to smoke. It’s not their fault and I don’t want to put the blame
on them. They might think, ‘oh, my, this is what happened for immigrating over here to Canada’. I just don’t
want to hurt my parents.
• Have you ever lied to someone you care about to hide something you are embarrassed about or
ashamed of? How did this make you feel?
• Who is ultimately to blame for nicotine addiction?
• How do you think your parents would react if they found out that you smoked?
• How important is parent approval/disapproval in your decision to smoke or remain smoke free?
6. You know it’s wrong that you’re smoking and damaging your health just to fit in. There are many
other ways to do that than to smoke.
• What are some healthier ways to fit into a new culture?
• How were you welcomed to your new school?
• How would you welcome another newcomer to your school?
17
7. My dad was a smoker until he was diagnosed with cancer. Because my dad passed away, there is always
a risk-- a thought in my head--that I might get cancer as well.
•
It is well known that smoking is dangerous and causes cancer and other serious diseases.
Why do you think that people disregard the information and smoke anyway?
• Do you know anyone who has a disease caused by smoking? Does this affect whether or not
you smoke?
8. Sometimes I stare at my unlit cigarette and I say, “You embarrass me. You are so small compared to me
and yet because of you my willpower is not strong enough to beat a little cigarette.”
•
•
How do you think it would feel to be controlled by something or someone?
Can you think of a time when you have had the willpower to avoid something dangerous?
Share your experience.
9. It’s ridiculous when you think about it; the amount of toxins I’m putting into my body…and the amount
of money I’m wasting. It’s unbelievable! I bomb about $200 a month just on smokes!
• Why do you think people smoke even though they know they are putting toxic substances into
their bodies?
•
Aside from costs, what other things might deter you from smoking?
10. Since I was young my dad smoked. It was never easy for me to see that and what he was going through
and the fact that he could not quit and all the arguments that he had with his family and with my mother
about smoking because no one wanted him to smoke.
•
•
Have you ever seen someone you love doing something dangerous to his/her health?
How did you respond?
In addition to family arguments, what are some of the hazards of second-hand smoke?
11. I’m conditioned to think the gesture of smoking is cool. I wanted to be one of those girls who look cool,
but when I experienced it, it wasn’t cool at all.
•
How do movies and television usually portray smokers and how does that affect the way
youth think of smoking?
• Does your group of friend’s still see smoking as ‘cool’?
• What are other ways of looking and being “cool”?
18
LESSON PLAN 3 -“Take Care!”
GOAL
Students will be able to identify and make note of the signs of tobacco
addiction, the short and long term consequences of being addicted to
tobacco and useful strategies needed to quit using tobacco.
PREPARATION
• Preview the Smoke Screen 2 documentary.
• Copy the Take Care: reflection chart for each student.
• Arrange students into pairs.
INTRODUCTION
• Tell students they will watch a documentary containing anti-smoking
advertisements that were designed by and for newcomer youth.
• Distribute the Take Care Reflection Chart to each student.
• Have students appoint a recorder who will list their responses on the
chart and a presenter who will share the information with the class.
• Check for comprehension of key vocabulary.
ACTIVITY
• In partners, have students complete the Take Care! Reflection Chart based on
their current knowledge. Ask students to consider the physical, mental,
social and emotional consequences of smoking. A sample response for each
category has been provided.
• View the Smoke Screen 2 documentary. Stop the documentary at predetermined intervals to ensure student comprehension.
• Have students complete the Smoke Screen 2 Reflection Chart, adding any
additional information that they have gleaned from the Smoke Screen 2 docu
mentary.
• Have students share their reflection charts with the class. Students should
add the suggestions and ideas presented by other groups on their Take Care
Reflection Chart.
• In partners, have students compose and rehearse a dialogue where they
attempt to persuade a loved one to quit using tobacco. They should address
the signs of addiction, the short and long term consequences of tobacco use,
and strategies to quit smoking.
Key
Vocab:
ldocumentary
lconsequences
lphysical
lemotional
laddiction
l strategy
lmental
lsocial
����������������������������������
�
�
�
��
Students should be encouraged to refer to the documentary and their own body of
knowledge when completing
this chart. The teacher may
want to extend this activity by
having students research pertinent web sites.
��
��
���
�
ALTERNATIVE ACTIVITY
• Have students write a letter to a loved one where they attempt to
persuade him/her to quit using tobacco.
CLOSURE
• Invite volunteers to share their dialogues with the class.
• Thank students for participating and end the lesson with the hope
that they will remain smoke-free or seriously consider quitting.
19
“Take Care!”
Reflection Chart
Signs of Addiction
l unsuccessful attempts to quit
Short Term
Consequences
of Tobacco
l yellow teeth and bad breath
Long Term
Consequences
of Tobacco
l sickness
Strategies for
Quitting Tobacco
l make a list of reasons to quit
20
“Take Care!”
Reflection Chart
Suggested Responses
Signs of Addiction
l unsuccessful attempts to quit
l the number and frequency of cigarettes one smokes
l occurrence of withdrawal symptoms such as irritability
and anxiety, difficulty concentrating, sleep disturbances
Short Term
Consequences
of Tobacco
l dry, wrinkled skin with a grayish tone (pre-mature aging)
Web Sites:
l cancers
l respiratory disease
l circulatory disease
l diabetes
l loss of income
l scorned by peers and society
l wrinkles
Strategies for
Quitting Tobacco
l join a group like Kick the Nic
l get professional help
l use patches, gum, lozenges on the market
l prepare mentally, picture yourself as a healthy
and happy non-smoker
l list reasons to quit
l consider monetary savings
l involve friends and family
l substitute smoking for another non-harmful habit
(sports/fitness activity, listening to music etc.)
l keep busy
l reward yourself each time you have successfully
fought off the temptation to smoke
www.quit-smoking-stop.com/nicotine-addiction.html
l death
www.quitnow.ca
l yellow fingers
l economic deprivation
l persistent cough
l inability to run and play sports
l feelings of added stress or guilt
l scorned by peers
www.quit4life.ca
Long Term
Consequences
of Tobacco
l yellow teeth and bad breath
21
LESSON PLAN 4:
“ Movie Star or Falling Star?”
GOAL
lStudents will recognize how the media, particularly movies and music
videos, glamorizes smoking by making it look ‘cool’ and sexy.
l Students will consider media strategies that can be adopted to challenge
mainstream portrayals of smoking.
PREPARATION
lArrange the room so that students are sitting in pairs.
l Provide chart paper and felt pens for each pair.
l Preview the Smoke Screen 2 documentary.
l Copy the Movie Star/Falling Star Reflection Handout, and M.S./F.S.
worksheet for each pair.
INTRODUCTION
l Tell students they will watch a documentary containing anti-smoking
advertisements that were designed by and for newcomer youth.
l Ask students to define and differentiate the terms “cool” and “glamorous”.
l Record student responses on chart paper.
l Distribute the M.S./F.S. Reflection Handout to each pair.
l Distribute the M.S./F.S. worksheet to each pair.
l Check for comprehension of key vocabulary.
ACTIVITY
l View the Smoke Screen 2 documentary.
l Stop the documentary at pre-determined intervals to ensure comprehension.
lAsk students to discuss the questions on their Reflection Handout with their
partner.
l Ask students to think about how people who are smoking in the movies are
presented.
l Ask students if they see their friends/family who smoke as ‘cool’ or glamourous
l Ask students to record their ideas in the ‘movie star’ column of their worksheet.
l Have students share their responses with another pair of students.
l Have students discuss images and/or situations that more accurately reflect
smoking: (i.e., a smoker with yellow teeth, a smoker coughing while puffing on
a cigarette, or a lone smoker standing outside in the rain smoking while
his/her friends are indoors enjoying themselves).
l Have students record these ideas in the ‘falling star’ column of their worksheet.
l Have students develop a 2-3 minute skit that presents the realities of smoking.
Key
Vocab:
ldocumentary
lreality
lglamorous
lcounter-marketing
lportrayal
linfluence
lattitudes
lcool
22
ALTERNATIVE ACTIVITY
l Have students draw the “reality side” of a star’s promotional headshot on the attached Fantasy/Reality
headshot worksheet below.
CLOSURE
l Invite each group to share their skit or their poster with the class.
l Thank students for participating and end the lesson with the hope that they will remain smoke-free or
seriously consider quitting.
Check out www.scenesmoking.org. Each week movies are reviewed and graded on how tobacco is
depicted.
The Fantasy
The Reality
23
Reflection Handout
“Movie Star or Falling Star?”
Take a few minutes to discuss the following questions with your partner
or with your group.
• How is smoking shown in the media? Can you think of some examples
of men smoking in movies? Can you think of some examples of women
smoking in movies?
• Do you think seeing people smoking in the movies affects your
attitudes towards tobacco? If so, how?
• Do you think that the creation of ads like the Smoke Screen 2 ads will
help to change years of images where people have been conditioned
to think smoking is cool?
• Which of the Smoke Screen 2 advertisements did you find most effective
in making smoking look less ‘cool’ or ‘glamorous’? Why?
• Can you think of examples of movies where smoking is discouraged?
Can you think of
any interesting ways that anti-tobacco messages could be sent out
through movies?
• Did the Smoke Screen 2 documentary influence your attitudes toward
smoking in any way? Explain.
• Did the fact that newcomer youth made these ads change the way you
viewed them? If so, how?
• What other things can be done to help reduce tobacco use among
young people?
24
“Movie Star/Falling Star?”
Student Worksheet
Movie Star!
Falling Star!
In the movies.
In reality.
The hero/heroine has beautiful white teeth
(sexy).
People who smoke usually have yellow
teeth (not sexy).
Smokers are usually athletic.
Smokers are often not very fit!
25
LESSON PLAN 5 – “How Do We Rate?”
This lesson plan is divided into two parts. Some teachers may wish to only
use part 1.
GOAL
• Students will conduct a smoking survey and analyze the results to
determine whether their school warrants a smoking cessation program.
• Students will consider the effectiveness of various tobacco prevention/
cessation advertisements and programs.
PREPARATION
•
•
•
•
•
•
Obtain principal’s permission to conduct a smoking survey.
Arrange the room so that students are sitting in groups of four.
Preview the Smoke Screen 2 documentary.
Copy the “How Do We Rate?” Reflection Handout for each group.
Preview the Sample Smoking Survey and Suggested Proposal Headings.
Locate and copy enrolment statistics for each grade at the school.
INTRODUCTION
• Tell students they will watch a documentary
containing anti-smoking advertisements that
were designed by and for newcomer youth.
• Distribute the Smoke Screen 2 reflection handout.
• Provide groups with enrolment statistics for
each grade.
• Ask students to estimate the percentage of
smokers at their school.
• Ask administration and classroom teachers if
they would be willing to have their students
participate in an anonymous smoking survey.
• Check for comprehension of key vocabulary.
Key
Vocab:
ldocumentary
lstatus
lgender
lfrequency
lsurvey
lproposal
lcessation
ljustification
ACTIVITY – Part 1
•
•
•
•
View the Smoke Screen 2 documentary.
In groups, allow students 10 minutes to discuss the questions on the How Do We Rate Reflection Handout.
Tell students they will be conducting a survey to determine the status of smoking at their school.
Have students develop a survey for general distribution or provide them with the Sample Smoking
Survey.
• Have students conduct the survey.
• Have students collect completed surveys and analyze their findings to determine if their school warrants
a smoking cessation program.
26
ACTIVITY – Part 2
• Have students research and list current smoking cessation programs for youth
e.g.
Kick the Nic - BC Ministry of Health www.tobaccofacts.ca and
Quit 4 Life - Health Canada Program www.quit4life.ca
• Have students develop a proposal that documents the findings and analysis of their survey, their research
of current smoking cessation programs and their justification for implementing a smoking cessation
program at their school. Refer to the Suggested Proposal Headings.
• Have students submit their proposal to the administration for approval and follow up.
CLOSURE
• Invite administration to the classroom to discuss the feasibility of their Smoking Cessation Program
Proposal.
• Thank students for participating and end the lesson with the hope that they will remain smoke-free or
seriously consider quitting.
27
“How Do We Rate?”
Reflection Handout
lWhat percentage of people in your grade do you estimate
smoke?
lWhat do you think are the primary reasons young people
have to start smoking?
lDo you think the reasons are different for newcomers?
lDo you think newcomer youth are more likely to smoke than
Canadian-born youth? Discuss.
lWhat advice would you give to a friend who is starting to
smoke or who wants to quit smoking?
lDid the documentary influence your attitudes toward
smoking at all? If so, please explain how.
lWhich of the Smoke Screen 2 advertisements do you think
would be most effective in: (1) discouraging young people
from smoking, and (2) encouraging young people to quit
smoking? Why?
lBased on what you believe to be the primary reasons that
newcomers smoke, what would be some important aspects
of an effective smoking cessation program for newcomer
youth?
l Do you think smoking cessation programs tend to be
effective? Why or why not?
28
Sample Smoking Survey
1) Male r Female r
2) Age
10 – 12
13 – 15
16 - 18
r
r
r
3) Do you use tobacco?
Yes r No r
4) Have you ever used tobacco?
Yes r No r
4) If you answered no to question 3, do you think you might try smoking in the future?
Yes r No r
5) If you answered yes to question 3, how long have you been smoking?
______________________
6) How often do you use tobacco?
occasionally
r
r
daily
7) If daily, how many cigarettes do you smoke each day?
1-5
r
6-10
r
r
11-15
16-20
r
more than 20
r
8) Have you ever tried to quit using tobacco? Yes 0 No 0
9) If you answered yes to question 8, how many times have you tried? __________
10) Do any members of your family smoke? Yes r No r
11) Why do you think people start to smoke?
Peer pressure
r
To be cool
r
r
To Relax
Family influence
r
r
To Experiment
Other: ________________________________________________________
______________________________________________________________
12) Do you think the school should have a smoking cessation program for youth wanting to quit
tobacco?
Yes r No r
29
Sample Proposal
Headings
1)
Title Page
- title
- participants
- date
2)
Background Information
- who is involved
- how the project came about
- the intent and scope of the project
3)
Research
- analysis of Smoking Survey
4)
Literature Search
- findings of smoking cessation program research
5)
Benefits of Suggested Program
- who will benefit and why
- consider individuals, school, district, and society
6)
Implementation Suggestions
- marketing
- timeline
- personal commitment to program
7)
Conclusion
30
MORE IDEAS
Here are some ideas that could form the basis of other tobacco-related
lessons.
l Students could make their own television commercials targeting a tobaccorelated issue. They could request that the local television station broadcast
them as a public service or could have them shown on the school’s
closed-circuit system.
l Students could role-play a variety of ways of saying ‘no’ when offered a
cigarette. Research shows that if youth practice refusing cigarettes or
participating in any other activity it will be easier for them to do so when an
actual situation arises. They will be ready to refuse!
l Have students stage a mock trial taking a cigarette to court for causing disease
and distress.
l Ask students to mind-map all the things they could do with money that they
would save if they remained smoke-free. Remember, a pack-a-day smoker
spends almost $250 a month on cigarettes!
l Ask students to find cigarette advertisements in non-Canadian magazines.
Tobacco companies can’t advertise in Canada but they do in other countries.
Have them examine the ads for the strategies used to entice them to buy. Then
give them poster paper and colored pens and have them create a truthful
cigarette ad.
l Invite someone from the Canadian Cancer Association or the BC Lung
Association or the BC & Yukon Heart and Stroke Association to speak with your
class about the dangers of tobacco.
l Students could invent a super hero dedicated to helping youth quit tobacco
and create a comic strip showing them in action.
l Students could research how many people smoke in all the different countries
of the world and create graphs and charts to display.
l Students could research how and where tobacco is grown and how it affects
the environment. Students should consider who does the work and who reaps
the profits.
l Have students create a tobacco-related game using fact sheets found on web
sites such as www.tobaccofacts.org or www.ash.org.
31
DID YOU KNOW?
(See CD “Supplementary Worksheets” for various translations of this information.)
l Tobacco companies may not be allowed to advertise in Canada, but every time a movie star
lights up on the screen it’s like a big neon sign. The industry requires replacement smokers so
its future depends on smoking being socially acceptable. Check out http://smokefreemovies.
ucsf.edu for further information.
l In 2004-05, according to the Canadian Youth Smoking Survey (YSS), 21% of youth, in grades
5 through 9, reported ever trying any tobacco product (cigarettes, cigars or pipes, bidis, chewing tobacco and snuff ). Smoking cigarettes (19%) was the most common form of tobacco
product tried. There was no difference between boys and girls with respect to the prevalence
of ever having tried smoking cigarettes. (YSS)
l According to the YSS, the two most commonly stated perceived reasons that youth start
to smoke was “it’s cool” (60%) or the behaviour of their friends (57%). In the 2002 YSS, 45% of
youth stated “it’s cool” as one of their perceived reasons why youth start to smoke. Behaviour
of friends becomes a more important perceived reason as youth get older, with 65% of grade
9 students stating this as the most important reason that youth begin to smoke.
(YSS 2004-04)
l Tobacco and tobacco smoke contain over 4000 toxins. A pack-a-day smoker will smoke
7,300 cigarettes a year and will inhale the equivalent of almost 1 gram of formaldehyde that
year. And, there are still over 3,999 other chemicals whose effects on the body continue to add
up. (Health Canada)
l It is the nicotine in cigarettes that make smoking addictive. Nicotine stimulates the central
nervous system, increases the heart rate and raises blood pressure. In large quantities nicotine is extremely poisonous. Even a small quantity could seriously harm a child. (ASH)
l Every year in British Columbia more than 5,800 people die from smoking, related illnesses.
Second-hand smoke harms everyone, including unborn babies.
l Smoking is the No. 1 preventable cause of death in Canada. More Canadians die from tobacco use than from alcohol, car accidents, illicit drug use, murder, suicide and AIDS combined.
l Tobacco companies continue to make huge profits in spite of the negative publicity about
smoking. On February 8, 2007, Rothman’s Inc. reported that its third-quarter profit rose to
$24.1 million. (feed://www.tobacco.org/newsfeed/org/rothmansbh.rss)
l Breathing in second-hand smoke causes at least 800 deaths in Canadian non-smokers from
lung cancer and heart disease every year. The best way to protect your family from the health
effects of second-hand smoke is to make your home and car 100% smoke-free.
lIt’s never too late to quit. If you decided to stop smoking just for one day, by the end of the
day, the carbon monoxide level in your body will drop and oxygen level in your blood will
increase to normal.
32
CONTACTS/RESOURCES/WEB SITES
www.gosmokefree.ca
This site has current and accurate information about tobacco prevention and cessation and has links to
many helpful sites. It is sponsored and maintained by Health Canada.
www.madebyyouth.tv
This site is the home of Smoke Screen II: Through the Eyes of New Canadians. It has all the anti-smoking advertisements made by the Newcomer Youth for this program. It also has useful tobacco prevention and cessation information and links that will help you remain or become smoke-free.
www.tobaccofacts.org
This site is sponsored and maintained by the BC Ministry of Health. Check this site for information that youth,
teachers and parents will find useful. You will find interesting free programs, games and posters that you can
download.
www.cyberisle.org
Check out this youth-friendly site! It uses multimedia and interactive technologies to provide exciting and
innovative ways to get youth interested in disease prevention and health promotional activities. A Smoking
Zine can be accessed through this site and there is a chat room where you can exchange information about
a variety of health-related topics. A smoking youth can use information provided in the Zine to create a
personalized quit plan. The site is safe and well monitored by the Department of Behavioral Science at the
University of Toronto.
graphic: Mannkind Designs
www.heartandstroke.ca
This site provides general information about heart health that includes the dangers of smoking. It also provides access on tobacco-related brochures and fact sheets which can be ordered from the Heart and Stroke
Foundation free of charge.
33
www.cancer.ca
On this site you will find information about tobacco and disease specific to
your province. The mission of this national organization is the eradication of
cancer and the enhancement of the quality of life of people living with cancer.
www.actnowbc.go.bc.ca
ActNow BC’s website contains tip sheets on smoking cessation and offers
sound advice on healthy eating for ex-smokers and those ready to quit.
QuitNow By Phone:
1-877-455-2233 is staffed by registered nurses available to assist people in over
130 languages.
Drug & Alcohol Counselor in BC Schools
Most students in BC have access to the service of these counselors in their
schools who can help youth to deal with smoke-related issues.
graphic: Mannkind Designs
QuitNow.ca
This is an Internet-based quit smoking service, available free to all British Columbians. The service combines effective methods for quitting smoking with a
powerful individualized program that is available anytime and anyplace.
www.quitforlife.ca
This site is designed to help youth quit smoking. You can create a personalized
profile and receive quitting skills and support in your quest to quit.
34
GLOSSARY
The following definitions are based on the definitions found in:
Sinclair, John, et.al., eds. Collins Cobuild English Language Dictionary, London: Harper Collins Publishers, 1993.
Addiction - the condition of taking a harmful substance and being unable to stop
taking it.
Anti- - placed in front of a word to form another word that means opposed to. For example,
if you’re anti-smoking, you are opposed to smoking.
Attitude - the way you think or feel about something.
Campaign - a set of activities carried out over an extended period to achieve a desired outcome. For example, politicians campaign to be elected.
Cessation - the stopping of something.
Consequences - the results or effects of a particular action.
Convey - to cause ideas or feelings to be known about a subject.
Cool - a person who is popular based on appearance or behaviours.
Counter - to oppose an existing idea or belief.
Counter-marketing - advertisements that oppose an existing idea or belief. For instance, a
counter-marketing advertisement for tobacco would oppose the idea that smoking is glamorous or cool.
Devastated - being shocked or extremely upset.
Documentary - a film that provides factual information on a subject.
Emotional - concerned with the way you are feeling
Frequency - how often something happens.
Gender - sex of a person, either male or female.
Glamorous - the state of being charming, exciting and fashionable.
35
Influence - power to make other people agree with you or do things you want.
Justification - an acceptable explanation for a behaviour or idea.
Lyrics - words to a song.
Mainstream - the popular beliefs or ideas of a society or group.
Mental - having to do with the functions of your mind.
Physical - having to do with the functions of your body.
Portrayal - representing someone or something using film or advertisement.
Pro- - placed in front of a word to express support.
Proposal - a written plan put forward for people to consider and approve
or disapprove.
Reality - how things actually are instead of what is imagined.
Scare tactics- actions or images that are designed to frighten.
Second-hand smoke - smoke that is exhaled or smoke that is from a
cigarette burning in an ashtray.
Slice of life - a realistic representation of an actual experience in life.
Social - having to do with relationships within society.
Status - how other people see your position in society based on wealth,
education, popularity, etc.
Strategy - a method used to achieve desired goals.
Survey - a method of collecting information.
Testimonials - statements about products or people and/or their
experiences.
Toxins - poisonous substances.
36
SMOKE SCREEN 2: PROCESS & PARTICIPANTS
Smoke Screen 2: Through the Eyes of New Canadians is a Health Canada-funded
counter- zmarketing campaign and educational package that has been developed by and for newcomer youth. It began with an innovative peer-driven
research initiative to gain insight into the smoking attitudes, behaviors and
awareness rates of newcomer youth in the greater Vancouver area. 194 newcomer youth participated in focus groups, the results of which guided the direction taken to develop this program.
Following the research report, 16 young immigrants and refugees from 11
countries of origin were selected to learn about counter-marketing and develop television advertisements designed to de-glamorize smoking among
youth in general but specifically among newcomer youth. They began this task
by meeting at the Purple Thistle Center in East Vancouver in October 2005, to
brainstorm ideas, write scripts and storyboard a series of 30-second advertisements.
The youth then spent 7 action-packed days of hands-on-movie-making at the
Gulf Islands Film and Television School (GIFTS), a rustic and renowned residential
media-training centre. While there, they worked with a team of accomplished
filmmakers and other creative young people to create 12 ads to educate the TV
viewing public about what makes newcomer youth want to smoke and why
they should resist.
In the spring of 2006, six of the ads were aired on prime time TV and on the internet (on sites such as myspace and youtube) and a selection of ads were featured on busses and in newspapers. Well over 13 million people were reached
during this phase of the campaign.
ACCESS TO MEDIA EDUCATION SOCIETY (AMES)
Smoke Screen was designed and delivered by the Access to Media Education
Society (AMES), a registered charity dedicated to helping people cultivate individual, group and mass communications skills. A key focus of the society is to
provide ‘marginalized communities’ with hands-on opportunities to use video
as a tool for education and self-advocacy. Over 200 films and public service announcements (PSA’s) have been created by the 450+ people who have participate in our programs since the birth of the organization in 1996.
Our unique media access programs provide young people with a safe environment in which they can reflect on issues of concern to them and get instruction
from an accomplished group of filmmakers and peer mentors.
As with all of our programs, Smoke Screen: Through the Eyes of New Canadians
demonstrates our commitment to a key belief: that messages are strongest
when those directly affected are given the chance to speak for themselves.
AMES productions consistently win praise and awards for their distinct vision,
but the true reward is seeing how they inspire audiences, empower communities, and help create conditions for change.
38
For more info, go to www.accesstomedia.org