Being Smokefree 26_may.indd

Section 2: Smokefree places
Achievement Objective
Teachers’ note
Strand A3 Level 3
This series of activities looks at:
Strand A3 Level 4
the effects of second-hand smoke
the new smokefree workplaces law
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Strand D1 Level 3
Strand D3 and 4 Level 4
and the development of New Zealand
Intended Outcome
smokefree laws
Students will:
issues involved in creating smokefree
acquire and process information about the
places in homes and other places where
health effects of second-hand smoke
students spend their time
describe and use safe practices about being
strategies students can use to discuss
smokefree that are appropriate in a range of
creating smokefree places.
situations and environments (eg, homes, places
Some activities have students consider their
where people are smoking, or with a group of
home and other situations where they might be
smokers).
breathing in second-hand smoke for significant
periods of time. The students are encouraged
to take action to reduce their exposure to
Things to look for
Students will
second-hand smoke. This may include discussing
recognise that people are exposed to a health
with family or whanau the idea of making all or
risk when they breathe in second-hand smoke
some of their home smokefree. Some students
recognise the need for smokefree workplaces
will need to give careful consideration to what
and living places
approach they could use to achieve this and
recognise that there can be social and
whether it is appropriate to discuss the issue at
emotional issues around establishing
home.
smokefree environments
recognise that they can act to reduce their
exposure to second-hand smoke by, where
possible, leaving a smoky environment
make decisions and take appropriate action
to make their homes smokefree or create
smokefree zones in their homes or to remove
themselves, where possible, from situations
where they are exposed to second-hand
smoke.
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Part A: Some smoking facts
A total of around 29,000 soldiers have been
killed in all the wars that New Zealanders
Teachers’ note
have fought in since the 1899 Boer War. This
This is a brief introductory activity
includes World War One, World War Two and
that introduces three facts using a class
the Vietnam War. The same number of New
continuum.
Zealanders, 29,000, are killed by smoking every
Use a ‘strongly agree-------don’t know-----
six years.
students’ current knowledge of some smoking
Part B: What is in cigarette
smoke?
facts.
Teachers’ Note
---- strongly disagree’ continuum to assess
Use these statements.
In this brief activity students discover the
Non-smokers can die from breathing in
harmful chemicals in smoke. It is based
second-hand smoke.
on the provided poster If smoke could
Two-thirds of the smoke from a cigarette is
talk.The activity could be extended into a
not inhaled by the smoker.
student internet search to find out more
The statements are true and will be further
explained in this activity.
about these chemicals found in smoke.
Have students brainstorm what they think is in
Set up a continuum with six points on it.
cigarette smoke and make a list of their ideas.
Give students the If smoke could talk poster
1,000
2,000
3,000
4,000
5,000
more than
5,000
Have the students stand by the figure they
think is closest to the total number of New
Zealanders who die each year from smokingrelated diseases and exposure to tobacco
smoke (combined figure).
The correct answer is around 5,000. This is
and discuss the facts.
The chemicals in second-hand smoke include:
Chemical
Acetone
Ammonia
Benzene
Formaldehyde
made up of an estimated 4,700 people who die
from direct smoking every year, and an estimated
350 who die from exposure to second-hand
smoke.
Relate this to numbers familiar to students (eg,
annual road toll of New Zealand, population of
your town or district, number of Boeing 767loads of people etc).
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Students can conduct some research about the
known health effects of these chemicals using
the internet.
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Carbon monoxide
Toulene
Arsenic
Hydrogen cyanide
Cadmium
Where found
Paint stripper, nail polish
remover
Toilet cleaner
Pesticides
As a preservative for
laboratory specimens eg,
dead frog preservative
Car exhaust fumes
Industrial solvent
Ant poison
Used in chemical warfare
Car battery metal
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Part C: What is second-hand or
passive smoking?
Smokefree workplace
Teachers’ Note
became the third country in the world
core activity
In this activity students
are given some facts about second-hand
or passive smoking
consider the TV advertisements about
second-hand smoking available on the
Lungfish website
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On 10 December 2004, New Zealand
to go smokefree in bars and restaurants.
The others countries were Ireland and
Norway (both in March 2004). Sweden
has had smokefree bars and restaurants
since January 2005. In the United
States, California has been smokefree in
restaurants since 1995, and in bars since
1998.The states of New York, Connecticut,
consider the new smokefree workplaces
Delaware, Maine and Massachusetts are
law and how it affects them.
also smokefree in bars and restaurants.
Discuss these facts about second-hand or
A number of countries will require
passive smoking with the students.
smokefree bars and restaurants in the
Two-thirds of the smoke from a cigarette is
next year or two, including most states of
not inhaled by the smoker. This smoke mixes
Australia.
with the smoke exhaled by the smoker to
For the latest information on smokefree
form the second-hand smoke that is breathed
bars and restaurants, check out www.no-
in by people around the smoker.
smoke.org/pdf/internationalbarsandrestaur
An estimated 350 New Zealanders die each
ants.pdfcheck
year from breathing in second-hand smoke.
From 10 December 2004 smoking has
Compare this figure with the size of your
been banned in indoor workplaces,
school, a full trans-Tasman plane, New
including bars, restaurants, clubs and
Zealand’s annual drowning figure of 110 to 120
casinos. Smoking has been banned in
people.
offices, on public transport and certain
Ask the students if they have seen any TV
other public places, and restricted in cafes,
advertisements about protecting people from
restaurants and casinos since the passage
second-hand smoke and have them look at
of the Smoke-free Environments Act in
these advertisements on the Lungfish website.
1990.
Discuss what key messages about second-hand
smoking these advertisements portray and
who these advertisements target.
Tell students that on 10 December 2004 new
smokefree workplace laws came into effect to
protect workers from second-hand smoke. Ask
them to identify places where smoking is now
banned.
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Divide the class into groups. Have each group
Ask the students:
• to identify which places they go to that are
affected by this new law
read the two letters to the editor. The groups
could
• discuss what smokers might think about
• why they think this law was introduced
— smokers
• what places they go to now where people
— non-smokers
smoke
— people who want to restrict where they
can smoke
• where they think people who are at work go
when they want to have a cigarette.
• discuss what non-smokers might think about
Have students brainstorm groups of people
— smokers
who would have wanted the smokefree law
— people who want to smoke where they
change and groups of people who would have
opposed the law change.
are working or relaxing.
• create one more letter to the editor from
Make a list of the groups and their point of
a person with a different point of view. For
view.
example, a local bar owner who doesn’t
support the ban because they are worried that
their profits will be affected, or a member of
the public who doesn’t smoke and supports
the ban because they are is sick of being
exposed to second-hand smoke.
• have a group discussion where the students
take on the roles of the letter writers and
defend the point of view.
Alternatively the letters and the students’ ideas
research could be used for a class debate on
the topic:
that bars and restaurants should be
smokefree
OR
that everywhere people spend time
together should be smokefree.
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Letters to the editor
Dear Sir
Dear Sir
I have been smoking in my local pub
for 30 years and I’m damned if I’ll give
it up because a band of ivory-tower
bureaucrats tell me to. Smoking is a legal
activity, and people who come into a bar
do so knowing that it will be smoky. That
is their choice.
What we will see now is hordes of
desperate smokers lining up on the
pavements outside pubs. Just watch as
the assault rates rise as someone pushes
through a crowd of smokers on the
pavement.
At the end of the day, smoking is a
choice thing, and I enjoy smoking. I am
not impinging on anyone’s civil rights
by having a quiet smoke at my local. But
they are impinging on mine by telling me
to go outside.
Some people don’t seem to be taking the
ban on smoking in workplaces seriously. I
worked for eight years in a smoky bar and
the effect on my lungs was no laughing
matter. I left that job because it was
starting to affect my health. I started to
get asthma and every day I dreaded going
into the smoky environment.
Smokers never seem able to grasp the fact
that they are the ones with the offending
habit, not the non-smokers who want
to be able to breathe unpolluted air in
public, indoor areas. And it’s obvious
which of the two groups should be
outside.
Desperate non-smoker
NAPIER
Disgusted smoker
TIMARU
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Part D: New Zealand’s smoking
history
Part E: Making our homes
smokefree
Teachers’ note
Teachers’ note
This optional activity has students visit the
D core activity ( parts of the activity)
Lungfish website to view a pictorial history
of smoking and smoking in New Zealand
to understand society’s changing view of
smoking as more information about the
health effects of smoking become known.
Part E consists of a number of activities.
You will want to select amongst these to
meet the identified needs of your class.
Some of the activities aim to have
students take action and make safe
Ask the students if they knew that
choices to remove themselves from smoky
Before the health dangers of cigarettes
environments or establish smokefree
were widely recognised the All Blacks
homes or parts of their homes. Those
advertised a brand of cigarettes.
activities include considerations that make
Prior to the arrival of Captain Cook,
sure students consider firstly whether it is
Maori did not smoke tobacco.
safe and appropriate to be discussing these
• Have your students visit the smoking timeline
issues at home and secondly strategies
on Lungfish and decide on one fact that
student’s can use that parents and adults
interests them that they will present visually
will respond to and ensure the student’s
to the class.
physical and emotional wellbeing.
You may want to give them a standard sized
piece of card to write and illustrate their fact as
you may display some or all of these later.
Have the students make a timeline in
your classroom by presenting the facts in
chronological order.
Discuss
• which facts the students thought most
interesting
• if many students chose the same fact
• what key facts may have been left out if you
wanted to give an accurate picture of the
history of smoking.
Make a visual display timeline of the history of
smoking.
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How could you reduce the amount of time
Activity: Who smokes at home
and where do they smoke?
you spend in a smoky place?
Collate the results and discuss them with the
Teachers’ note
class.
This post box activity gathers facts about
smoking in the families in your class.You
will need to consider if it is appropriate or
Activity :Take the smoke outside
Teachers’ note
useful to complete this activity with your
class. If there is any suggestion that the
This is an important activity for students
to understand the importance of all people
activity will highlight the home situation
of individual students and affect their
especially babies and children and those
wellbeing it is not an appropriate activity
with respiratory diseases like asthma,
being in smokefree environments and
for your class.
avoiding second-hand smoke.
It has deliberately been set up as a post
Students need copies of the brochure
A guide to making your home and car
box activity so individual students do not
reveal details about their family. However
there may be some students in your class
who are aware that their family would not
smokefree or access to the website www.
smokefreehomes.co.nz to complete this
research activity.
want to provide this information.
If possible students need to view the Take
In some classes this activity may be used
as a diagnostic tool for you to determine
what emphasis should be placed on this
section of the Being Smokefree Being
Auahi Kore programme and determine
which of the following activities to use with
the students.
the smoke outside advertisements on the
Lungfish website.
Have students view Take the smoke outside
advertisements on Lungfish and display the
posters in your classroom and discuss them.
Have copies of the brochure A guide to
Undertake a post box activity using these (or
other appropriate) heading cards to conduct a
class survey about smoking in the home.
Heading cards
How many people in your house smoke?
If your house is smokefree, what do you do
if a visitor starts to light up inside?
making your home and car smokefree
and access to the website
www.smokefreehomes.co.nz available.
Ask the students to complete research to
answer these questions:
Why is smoking inside the house a health
issue?
If there are smokers in your house, where
do they usually smoke?
Why is smoking in the house particularly
Name the smokefree places in your house.
Why is smoking inside near an open
Is your bedroom a smokefree place?
window not enough to protect against the
How much time in a week do you spend in
a smoky place?
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harmful for babies and small children?
harm caused by second-hand smoke?
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Have the students use the information they
Statements:
researched to discuss the options they have
1. ‘My smoking is not a problem. I always blow
when they are in a smoky environment.
the smoke away from people, and the window’s
Options to make homes or spaces within
always open – the smoke goes straight
homes smokefree are discussed in the next
outside.’
part of this activity.You may want to use a
chart like this:
smoke in the house.’
Situation
Strategy
to reduce
exposure to
smoke
Possible positive
consequence(s)
2. ‘It’s hard to tell whanau and friends not to
Possible negative
consequence(s)
Decision to
take action
yes/no
Ask people
not to smoke.
3. ‘No one can tell me where to smoke — it’s my
house and I’ll smoke here if I want to.’
4. ‘We’re not welcome in that family, they make
us smoke outside.’
Leave the
smoky place.
Activity: I think that …
Teachers’ note
This activity could be used as an individual
assessment activity if students prepared
their own answers to the statement(s) or
it could be a group assessment activity.
If students prepare role-plays they will
need to revise role-play guidelines,
especially de-roling.
Have students work in pairs or small groups to:
• work out what they would say to someone
who makes the statement they are given
• prepare and present a short role-play
between two individuals where the ideas are
discussed, or share their ideas with the class.
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Activity:That’s NOT right!
Teachers’ note
Have students work in groups to:
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• consider why some adults will not want
to discuss having a smokefree home or
This is a short discussion or role-play
smokefree area in their home and how they
activity.
could react if their children come home and
Give the students this information.
A tobacco industry representative was at a
public meeting discussing the effects of secondhand smoke. He said ‘If children don’t like to be
in a smoky room, they’ll leave.’ When asked by
a shareholder about infants who can’t leave a
smoky room the representative said ‘At some
point they begin to crawl.’
Tell the students that they are at that meeting
and they want to challenge the tobacco
industry representative. They need to work out
suggested the idea
• develop some strategies to discuss with
families about making the house or some
living spaces smokefree
• consider possible positives and possible
negatives about each strategy.
You could use a chart like this:
Strategy for
discussing
making
a home
or room
smokefree
Possible
positives
Possible
negatives
what they would say to him and present the
information in a suitable presentation format.
Activity: Making our homes or
living areas smokefree
Discuss the developed strategies with the class.
Make sure the strategies described include
working with other and older family members
so the students have support.
Teachers’ note
core activity
The activity has students consider smoking
in their home and encourages them to
take action to reduce their exposure to
second-hand smoke.This may include
discussing with family or whanau the
idea of making all or some of their home
smokefree. Some students will need to
give careful consideration to whether it is
appropriate to discuss the issue at home
and if so what approach they could use to
achieve this safely.
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Activity: Making our place (or my
bedroom) smokefree
Teachers’ note
An activity is provided here to assist
students who want to discuss with family/
whanau making their home, or part of it,
smokefree.There will be some students
who are part of a family culture where
being smokefree inside the home will not
currently be an option, and discussing the
issue could have negative consequences
for the student.The activity is designed to
have the student recognise this, but you
may wish to work with some individual
students to make sure any actions they
take will ensure their wellbeing.
Activity: Smokefree homes
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Teachers’ note
The first part of this activity involves the
creation of a smokefree sign. There is
evidence that, for some students, placing a
smokefree sign on their bedroom door is
an effective way of keeping their personal
space smokefree.
The presentation about the importance of
keeping homes smokefree at the family or
whanau meeting could be the assessment
task for this section of the unit.
Have students design, make and (where
possible) display or use at home:
• stickers for smokefree homes/whare auahi
Have any students who want to discuss making
kore.Visit the Smokefree Homes website
their homes or living spaces smokefree work
www.secondhandsmoke.co.nz/at_home/
in groups.
at_home_resources.shtml to see some
Have each student:
examples of stickers.
• talk about the approach or strategy they will
use to discuss the issue at home
• explore what responses they might expect
from their family
• practice discussing the issue with their family,
Have the class make a presentation for all
family or whanau about the importance of
making your home smokefree that can be
displayed at your Being Smokefree, Being
Auahi Kore parents’ day evening/meeting.
with other students taking the role of their
family
• check that they do want to go home and
discuss making their home or an area in it
smokefree
• have the discussion at home with selected
family members.
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Section 3:Young people and
smoking
clarify their own and other people’s opinions
and attitudes to smoking
develop and implement appropriate strategies
Teachers’ note
to respond to situations where people may be
smoking or where an individual or group of
This section looks at
statistics about young people smoking in
people is encouraging them to smoke.
New Zealand
pressures on young people to smoke or
be smokefree including
personal and social pressure
peer pressure
Things to look for
Students will
explore reasons young people start smoking
like life pressures, issues around relationships,
media pressure
feeling isolated alone, bored, or rebellious,
the influence of the tobacco industry.
responding positively or negatively to non-
students’ strengths, skills and
smoking messages from home or not being
strategies to resist pressures to
able to identify or rely on support people
smoke and how they can use people
explore their own pressures to be smokefree
to support them to be and stay
or to smoke
smokefree.
develop strategies to say no to smoking that
will work for them
Achievement Objective
explore peer pressure to smoke and develop
Strand A3
Strand A4
Strand C3
Strand D1
and practice some strategies to resist peer
Level 3,4
Level 3,4
Level 3,4
Level 4
pressure to start smoking
understand the impact of seeing smoking
portrayed in movies and, to a lesser extent,
Intended Outcome
television programmes
Students will:
understand that the tobacco industry has
identify influences or pressures to experiment
with or start smoking, such as pressure from
a strong interest in getting them to start
smoking.
family, peers, other significant people, the
media, the tobacco industry and their own
feelings and needs and the feelings and needs
of others
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Part A:Young people’s smoking
facts
Students could present their information as a
Teachers’ Note
Background Information
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radio or newspaper report.
An ethnic breakdown of the year 9 and 10
core activity
In this activity students review some
statistics.The statistics include an ethnic
breakdown that highlights the high level
of smoking for Ma- ori (especially girls) and
Pacific students. It may be appropriate
to discuss the reasons for these statistics
statistics shows the proportion of Year 10
students smoking cigarettes daily, 2003
Girls 14%
Boys 10%
Ma ori
34%
Ma ori
19%
Pacific
18%
Pacific
13%
European/other
10%
European/other
8%
Asian
5%
Asian
6%
in some classes, but please note the
information in the background material
provided that indicates there are no simple
reasons for the statistics.
The statistics about young people smoking
are provided because young people can
have a mental picture of the number of
young people who smoke that is coloured
by their present personal and home
situation.They may believe that either a
very high number of the age group smoke
or that a very low number smoke.
Give students the How many? factsheet and
discuss these facts from a 2001 survey of year
7 and 8 students.
Have the students work in groups and discuss:
You may want to use the background information
provided to discuss these statistics with your
students. The reasons for the high figure for Ma-ori
and Pacific peoples starting smoking are not simple.
There are a grouping of a number of significant
factors that effect students at a time when they are
developing their personal and group identity, and
when their resilience may be low.
Young people and adult statistics indicate the
high rate of smoking among Ma-ori (particularly
women) and Pacific peoples.
There is a need for ongoing research into
understanding the factors that lead to these
• why students start smoking
statistics, and to try and identify ways to address
• what encourages students to keep smoking
high smoking rates within these groups.
• what encourages students to NOT
experiment with smoking or NOT start
smoking
Some information is available from the year
7 and 8 survey. Ma-ori and Pacific pre-teens
are significantly more likely to have friends
• where students get cigarettes.
and families that smoke and be exposed to
second-hand smoke regularly. There is a strong
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correlation between preteens who smoke, and
having friends and family who smoke.
KORE
At year 7 and 8, Ma-ori (and to a lesser extent
someone under 18 in a public place – that is, for
Pacific) students are more likely to have tried
smoking. The survey showed that Ma-ori and
someone over 18 to purchase tobacco and give it
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to someone under 18.
students from lower decile schools are more
likely to be regular smokers (smoke daily).
Information asked about whether year 7 and 8
students would accept a cigarette offered by a
friend indicated that those most likely to accept
cigarettes were females or Ma-ori.
The survey results suggest that a combination of
family acceptance of smoking and having peers
Part B : Pressures to smoke and
strengths, skills and strategies to
resist this pressure
Teachers’ note
core activity
In this multi-part activity students will
who smoke and encourage friends to smoke are
explore and analyse pressures on them to be
significant in many students’ decisions to start
smokefree or to smoke
smoking (especially girls).
explore their strengths and skills to resist
Four in every 10 year 7 and 8 students surveyed
pressure to smoke
had tried smoking, with 20 percent of these
identify those support people who can help
having their first smoking experience before they
them to be smokefree
were eight years old, with the most common age
explore likely pressures they could face in the
for experimentation being 10 to 11 years of age.
transition to secondary school and complete
In the survey students who smoke were asked
an individual future planning (next two years)
where they got their cigarettes from. Forty-three
goal setting activity about being smokefree,
percent of students who smoked said they got
being auahi kore.
cigarettes from friends, nearly 17 percent (nearly
one fifth of the students) said they stole them
and 9 percent bought them from a shop.
The survey indicated that 40 percent of the
smokers had tried to purchase cigarettes from a
shop and just over half of them (53 percent) had
been refused sale.
The law states that cigarettes cannot be sold to
those under 18. Retailers may be prosecuted if
they are found to be selling cigarettes to under18-year-olds. Those convicted are liable for a fine
not exceeding $2,000. Repeat offenders of under18 sale offences may be ordered by the courts
not to sell any tobacco products for up to three
months. It is also an offence to supply tobacco to
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SMOKING TS
C
FA
For every TEN year 7 and 8 students
ONE
have friends or family who smoke.
NINE were exposed to second-hand smoke last week.
FIVE
FOUR
ONE
have at least experimented with smoking.
or two currently smoke.
or two intend to smoke in the next year.
ONE
or two would smoke a cigarette offered by a friend.
LESS THAN ONE
currently smokes regularly (daily).
A survey carried out in 2003, found that 14 percent of year 10 girls and
10 percent of year 10 boys smoked daily.
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The activity is approached on a group and an
and possible pressures with your students, and
individual basis, so that students can identify
develop strategies to resist this specific pressure.
their own strengths, skills and strategies to be
This activity includes a role-play so students
smokefree and draw on the strengths, skills and
strategies of others.
will need to be reminded of role-play guidelines,
especially those involving de-roling.
This activity needs to be approached with the
following considerations:
Give students the What am I thinking?
sheet (page 44) and have them write down all
There is no one simple reason why young
the thoughts that come to mind. This includes
people start to smoke. Students can
thoughts about not taking the cigarette and
experiment with smoking when they are
thoughts about experimenting with smoking or
feeling vulnerable and lack the resiliency to
smoking.
resist pressure from significant others, but
As a class look at all the responses and first
they can also smoke when they are feeling
separate out the positive thoughts about not
confident, independent, or rebellious.
taking the cigarette and those that showed
A short term programme like Being
pressures to smoke.
Smokefree Being Auahi Kore cannot
Look at the thoughts about taking the
develop students’ resiliency and sense of self
cigarette, discuss them and the pressures the
worth. This activity focuses students to their
students feel to experiment with or start
strengths, skills and strategies they have to
smoking.
resist the pressure to smoke and to say no. It
endeavours to extend their self- knowledge,
skills and strategies by sharing with peers and
practising in role-play situations.
Hand out the graphic organiser Pressure on
me to smoke? (page 45) Ask the students to
use this information to analyse any pressures
on them to be smokefree, be auahi kore and
Your year-long class programme in building
to smoke. Have the students fill in the first two
student self-esteem and sense of self can
lines line of the graphic organiser.
influence a student’s ability and confidence to say
no to experimenting with smoking or smoking.
The emphasis you place on this section of
the Being Smokefree Being Auahi Kore
programme will depend on the current and likely
future pressures put on your students to smoke.
The transition to secondary school can be a
time when students are under stress and can
gravitate to a peer group that provides pressure
to smoke.You may want to discuss this transition
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Introduce this scenario. Vicki knows that
one day she might just take that cigarette. Ask
Have the students complete the rest of the
graphic organiser.
43
the students
Discuss with the students
• what could be happening on that day
• what a role model is
• how could she be feeling
• who they identify as role models
• what could she do to not take the smoke
• how a role model could help you when you
• what strengths or skills can she call on to
resist the pressure to smoke
• who could support her to say no to the
smoke and how
• can people who are not there at the time
help her, and how could they help her.
Have the students work in groups and do the
Not for me role-play about resisting peer
pressure to smoke.
are facing a tough decision, or feeling in need
of support.
Present the I need to change direction
and be smokefree scenario sheet (page 46)
to the students and have them complete it in
groups. Discuss the responses the students
make.
Discuss with the students any changes in
circumstances they may face in the next two
years, including going to secondary school and
Watch the role-plays as a class and discuss
how this could affect their decisions about
• the strategies the students used
being smokefree, being auahi kore. Have the
• how it feels to be pressured by your friends
students complete a personal and confidential
• how you feel if you go with the group and do
something you really don’t want to
Being Smokefree, Being Auahi Kore Looking Ahead sheet (page 48).
• how hard it is to go against the crowd and
stand out on your own
• how it feels if another friend supports you
when you are trying to do what you want to.
• Have the students complete an individual
brainstorm or mindmap of all the things or
people in their life that make them feel
–
–
–
–
–
–
–
secure
valued
connected
strong
able to stand tall
like they have courage or strength
that they are part of something of value to
them.
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What am I thinking?
Vicki does not smoke but she has just been offered a
cigarette. What could she be thinking?
44
Graphic organiser
Pressures to smoke
45
Pressure on me to be smokefree or smoke
family/home
environment
peers/
friends
school
community
Possible pressure to
be smokefree
be auahi kore
Possible pressure for
me to smoke
Strengths and skills
I have to resist the
pressure to smoke
What I would say or
do to not smoke
People who will help
or support me and
how the will do this
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culture/
religion
media/
image
I need to change direction
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Scenario
Vicki experiments with smoking. At first she doesn’t like it but she keeps on trying it when she is with one
group of friends. One day she realises she is smoking nearly every day, but she doesn’t want to.
At the label smoking regularly there is a different groups of friends.
Non-smoker
Addicted smoker who will find it hard to quit
Smoking regularly
Experimenting
What can Vicki do to change direction?
with smoking
Discuss and write suggestions or strategies on
the cross-roads?
What would help her change direction?
Add this information under your suggestions or
strategies.
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Not for me role-play
47
Some students will have been in situations where friends or
family or whanau have encouraged them to smoke.
In your group
Identify:
• what friends and peers say or do to encourage you to smoke
• why you feel like doing what they want
• times and situations when you are more likely to try smoking than others
• what you can say or do to not smoke.
Try to find at least five ways
not to accept a smoke where
the person feels good about
saying no and stays friends
with the group.
Practise some role-plays
where each of you roleplay
one ways of saying no.
The scenario is that that one person in a group of friends is being pressured to smoke.
The person could be Vicki from the previous scenario or someone different.They say no to
smoking in a way that makes them feel good and that the group is OK with.
You could create a role-play where the person who wants to say no is supported by another
friend, or a situation where the person has to say no on their own and feel good about it.
Choose one of these role-plays that shows a good strategy for saying no to present to
your class.
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Being Smokefree, Being Auahi Kore — Looking Ahead
This year
This year I am smokefree because
Or
The next two years
In two years I will be smokefree or quit smoking because:
Things that encourage me to be smokefree are:
People who will encourage me to be smokefree are:
Pressures to experiment with smoking or to smoke might come from:
Things I can do to resist (not give in to) pressure to try or start smoking are:
Some consequences of my being smokefree might be:
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Part C: Smoking and the media
Teacher’s note
Have the students brainstorm where they see
smoking portrayed in the media.
Discuss this information with the students.
core activity
Tobacco product advertising in New Zealand
This section has a short introductory
activity and a group research activity on
(but not in all countries) is prohibited by law. This
includes any advertising on television, radio, print
smoking in movies or videos.
(newspapers, magazines etc), billboards and the
In New Zealand the impact of tobacco
show pictures of people smoking, and this is not
advertising was reduced by government
against the law unless it is a tobacco product
legislation that prevents cigarette
advertisment. For example, a women’s magazine
advertising in print media, on radio and TV
may have a picture of a celebrity smoking
and prevents tobacco sponsorship of sport.
provided it does not advertise a tobacco product.
However, tobacco companies are aware
Tobacco industry sponsorship
of the impact of promoting cigarette
Tobacco companies are not allowed to sponsor
smoking in movies.
events in New Zealand. However, overseas
internet. However, the New Zealand media often
events that are sponsored by tobacco companies
Introduction
may be shown in New Zealand media. For
Ask the students to decide which of these
example, television and print coverage of the
facts about smoking in New Zealand is correct.
2005 Formula One Grand Prix from Melbourne
No adults smoke.
featured several tobacco ‘branded’ cars.
25 percent of adults smoke.
Both New Zealand-made and overseas television
50 percent of adults smoke.
75 percent of adults smoke.
All adults smoke.
programmes can show characters smoking.
Certain programmes show a lot more smoking
than others do.
In New Zealand slightly less than 25 percent
of adults smoke. However, many young people
think that the figure is much higher, and research
suggests this belief that smoking is more ‘normal’
than it actually is contributes to teens starting to
smoke.
Ask the students if they can identify any
programmes they watch that show characters
smoking. If they can name some programmes
ask them to identify the characters and decide
what image is presented when the character
smokes.
Where do we get the idea that so many people
smoke? One factor is the impression we gain
from what we see in the movies and on TV.
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Movies
50
Movies provide the tobacco industry with the
perfect opportunity for tobacco promotion. The
issues are very fully explored on the websites
provided.
Introduce the research task using this
information and suggested questions.
Sylvester Stallone signed this deal with a
cigarette company.
“As discussed I guarantee that I will use
Brown and Williamson (B&W) tobacco
products in no less than five feature films. It is
my understanding that Brown and Williamson
will pay me a fee of $500,000 to do this.”
• Why do you think Sylvester Stallone agreed
to advertise cigarettes for this company?
• What message does seeing Sylvester Stallone
smoke this cigarette brand send to the young
people who watched the movies?
• Why did the tobacco company want
Sylvester Stallone to smoke their brand in
these movies?
• Have the students work in groups and
complete the movie and video research
sheet (page 51).
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Movie and video research
51
Your task is to research smoking in movies and
videos and present a report to the class.
Step one
At home watch a favourite video or
movie and write down
any characters who smoke
what sort of character they are, and
how the smoking makes them look.
For example, they could be the main female
character in the movie, and smoking could make
Step two
Visit these websites
www.smokefreemovies.ucsf.edu/
them look part of a group. The character may be
www.cancercouncil.com.au/editorial.
healthy, sporty, active and not afraid of anything.
asp?pageid=1070
The character may be an older person who is in
www.hc-sc.gc.ca/hecs-sesc/tobacco/youth/
trouble with the law. They may be rough, tough
smokinmovies.html and make a report about
or independent and a heavy smoker.
what you find out.
Bring your information back to the
As a group decide what you think should
group and discuss what you observed.
happen about showing smoking in movies and
why.
Present your report and what you think should
happen about showing smoking in movies and
why to the class.
Extension research activity
Carry out research on www.tobaccofreekids.
org/campaign/global/crisis.html and describe
some marketing and advertising that is used
overseas to encourage young people to smoke
Compare your research findings with the
advertising of cigarette products allowed under
New Zealand law.
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Part D:The role and influence of
the tobacco Industry
Have each student interview two young people
between 15 and 18 and ask them
• what they think about smoking
Teachers’ note
• what image they think young smokers are
core activity
sending to other young people.
This activity looks at why the tobacco
industry needs people to take up smoking.
It focuses on
Collate the interview responses and draw
some conclusions from the information.
Have the students visit the Lungfish website
www.lungfish.co.nz and see what some
role models have to say about the image of
the image of young smokers
using comments about the image of
young smokers from a range of role
models
having students make decisions from
the perspective of a tobacco company
executive.
smoking.
Ask the students to develop a visual
representation that compares glamorous
advertising images of young smokers and what
they consider are the real images of young
people smoking. Note the pictures created
may be similar or very different depending on
what the students discover in their interviews.
Ask the students how they think the tobacco
Ask the students to discuss the following
industry wants young people to feel about
scenario.
cigarette smoking. For example, do they want
young people to think smoking is:
Imagine you are in charge of a tobacco company
– part of every day life
– cool
– glamorous
– bad for health
– sporty
– expensive
– rebellious
and you are responsible for meeting sales targets
or expanding the number of cigarettes sold.
– unusual.
Show the class the anti-tobacco Industry
advertisements on the Lungfish website.
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Scenario 1
A
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You know these facts
~ that smoking related-illnesses kill half of
those who buy cigarettes
~ that significant numbers of smokers quit
smoking every year
~ that the government’s aim is to work to
reduce the number of people who smoke
by operating quit smoking programmes,
promoting the health effects of smoking
on cigarette packets, banning cigarette
advertising in most media, and taxing
cigarettes so they are expensive.
~ if you are a smoker before you are 18 you
are likely to be a smoker for life or until
you win the battle to quit.
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Discuss
• how you will make sure you have a large
market, or a large number of people to buy
your cigarettes
• who would you target and how would you
get them to start smoking
• how would you promote your brand of
cigarettes
• what would you try NOT to say or show
the public
• what actions
~ individuals
~ groups of people
~ young people
~ governments
could take that would affect your
ability to sell cigarettes to young
people.
Conduct a class debate one of the topics:
When you start smoking you are the tobacco
company’s best friend or slave.
When you start smoking you sell yourself to the
tobacco company.
Start young—stay for life, support the tobacco
industry.
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Section 4: Unit conclusion
– Lungfish Challenge, family or
whanau presentation
Part A :The Lungfish Challenge
Teachers’ Note
Please note that the website will portray a wide
The Lungfish challenge has the students
review their learning about smokefree
issues, and develop their smokefree
challenge material to promote being
smokefree to other young people.
Place the students in groups and have them
complete the Lungfish challenge.
range of student-developed material. Some
students may wish to rely on shock facts and
negative images; however only a limited number
of these will feature on the website. The website
developers would like to place material on the
website that shows students have related the
The activity is included as a way for
messages more closely to themselves and their
students to process information for
age group and include positive messages about
themselves but present it as information
staying smokefree and not starting smoking.
for other young people.
You will need to use a process where the
The final activity is a presentation of all
class or others decide which completed
the work from this unit to the school
advertisements, rap songs or videos will go
community and the students’ family or
forward to the Lungfish website.
Part B: Being Smokefree Being
Auahi Kore presentation
whanau.
Intended Outcome
Hold a parents and whanau evening/afternoon
Students will
where family or whanau can come and see the
prepare being smokefee, being auahi
work the students have done during the unit
kore messages as a rap, song, a magazine
and their Lungfish challenge advertisements,
advertisement or a video for other young
raps, songs or videos.
people
You may want to consider who else could be
present the material they have developed
there to support whanau who want to quit
during the Being Smokefee Being Auahi
smoking or develop smokefree living areas, or
Kore programme to other young people and
parents and caregivers who would like help
to family or whanau and the local community.
to work with their young people who are
Things to look for
smoking.
Students will
You could provide quit information for people
consider factors relevant to themselves in their
decision-making process
make challenge material that displays positive
who want to quit smoking. The information is
available from the Quitline phone
– 0800 778 778.
being smokefee, being auahi kore messages.
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The Lungfish Challenge Task checklist
55
Task
1
Tick when complete
Complete a unit of work on Being Smokefree, Being Auahi Kore so
2
3
you have some facts and ideas for the challenge.
Decide who is in your group and give the group a name.
Set up a way to store all the information about your group’s
4
challenge.
Decide if you are going to make a rap or song, a magazine
5
advertisement or a video.
Brainstorm a number of ideas that you can develop into your
6
challenge entry.
Work together to choose ONE idea to develop as your challenge
7
entry.
Present this idea to your teacher and some students to see if they
8
think it is a good idea.
As a group, agree on what you are going to do.You may want to
change or modify your idea for the challenge entry after getting
9
feedback from your teacher and students.
Work out all the things you will need to do to develop your idea,
10
who will do them, and when they need to be done by.
Make a timeline or a list of tasks to do and when you need to do
11
them by.
Make a list of what you need. For example; what you might have to
purchase or borrow, what equipment you may have to book, and
12
13
what resource people you might need to help you.
If you need to purchase things, make a budget.
Meet with your teacher to discuss your ideas and planning, get
approval for your budget, and the OK to proceed with design and
14
construction of your challenge entry.
Make the product – agree on a final design, make it and trial it with
15
16
17
18
your classmates or other students.
Modify the product after feedback if you need or want to.
Complete the final product.
Present the product to your school community and parents.
Gain your class/school’s support to send your Lungfish Challenge
19
to the Lungfish website.
Wait to find out if your material is to be promoted on the Lungfish
website and receive Lungfish prizes
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Lungfish Challenge – key points
The challenge is to create a rap, song,
magazine or video on the theme Being
Smokefree, Being Auahi Kore. It must:
appeal to young people up to 15 years of
age
contain a smokefree fact or slogan used
in the Being Smokefree, Being Auahi
Kore school programme
have a positive message about being
smokefree, being auahi kore.
Messages could be about:
young people choosing not to
smoke
young people encouraging their
friends to be smokefree
informing young people about what is in
cigarettes and cigarette smoke
telling young people why the tobacco industry
needs new smokers
showing how few people actually smoke,
compared to how smoking is portrayed in
some media
families choosing to have smokefree homes or
smokefree areas in their homes
young sports people choosing not to smoke
or choosing to quit smoking to improve their
fitness.
The video should be no more than 30 seconds
long so it can be played on the website.
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