Law and Morality
	Tobacco And Our Youth - Elizabeth "Nancy" Odasso, Saddleback High School
	Tobacco use leads to the death of more than four hundred thousand individuals each year in America. Life expectancy, which was 72.5 for males and 79.3 for females in the year 1995, was shortened by diseases such as cancer, pulmonary, heart and cerebrovascular disease. These diseases can be directly associated with cigarette smoking. An estimated 4.5 million children and adolescents are now smoking. Nadelmann feels, the widespread use of tobacco stems not just from its powerful addictive qualities but from the fact that its psychoactive effects are sufficiently subtle that smoking does not interfere with most other human activities. According to the Chronic Disease Preservation (CDC) the average age at which children try cigarettes is 11.6 years with children as young as eight years of age planning to or already having experimented with smoking. The National Household Surveys on Drug Abuse estimates that six thousand or more young people try their first cigarette daily, and three thousand become daily smokers each day. A student who is not a smoker by age 18 is unlikely to start as an adult. It seems that smokers in their teen years regret their decision to smoke and 66% say they want to quit, but it is too hard. Nicotine addiction is as difficult, if not more difficult, to quit as other drugs. According to Lynch of the Institute of Medicine, there are five stages of nicotine addiction: PREPARATORY - Receiving information about smoking from outside sources (parents, friends, peers or advertisements). INITIAL TRYING - Individual tries his/her first few cigarettes. EXPERIMENTATION - Individuals use cigarettes in irregular circumstances over an undetermined period of time. REGULAR USE &endash; Individual may be using every weekend or at a certain time each day. NICOTINE ADDICTION - The need for nicotine becomes internal. Why does the body eventually need nicotine? Nicotine binds with certain receptor sites on cells causing heightened amounts of neurotransmitters and hormones to be produced. In turn, these chemicals produce feelings of pleasure, reduction of appetite, and reduced tension. In fact, TIME Magazine, in its May l997 edition, called one of the chemicals, dopamine, the "master molecule of addiction." Smokers' brains eventually become dependent on nicotine to produce dopamine. This causes the smoker to use more cigarettes. When trying to quit tobacco use, 90% of addicts, including young addicts, experience withdrawal symptoms such as restlessness, tension, irritability, impatience, fatigue, headaches or insomnia. About 75% of smokers who are tying to quit will return to smoking within six months. C. Everett Koop, MD, who was Surgeon General of the United States Health Service from 1981-89, stated, "Tobacco contains nicotine which is an addictive drug." During hearings in Congress, the producers of cigarettes stated they did not believe tobacco was addictive. As the hearings continued, tobacco companies' internal memos indicated the companies not only knew of the addictive qualities of nicotine but were artificially adding a higher amount than normal to some cigarettes. So why have these companies not been shut down? Doctor Koop explained that tobacco money won the American Revolution, and the states that produce tobacco have always been treated as if "they had most favored nation status." On December 26, 1994, the Pro Children Act went into effect. Since this time, all educational institutions that receive federal money have been forced to become smoke free. Up to a thousand dollars a day, or the total amount of Federal funds received by the institution, may be withheld if they are found out of compliance. This does not only refer to schools but libraries, health care facilities, and users of supplemental food and nutrition services for women and children. What are the magnets that pull students into the use of tobacco? A study by the CDC found the allure of cigarettes and their addictiveness to be underestimated by young people. Advertisements have been a problem. They are meant to display smoking as "cool," "manly," or "sexy." Educational programs such as the prevention program piloted by the University of Southern California (USC) teach middle school students how to evaluate ads for tobacco and alcohol. These programs show students how to spot symbols and clues used to attract them. Most advertisements that can be seen by students have been banned at this time. Adolescents feel they are adults; so if they are told, as one tobacco company does, "smoking is an adult decision," of course young persons want to make the positive decision, which they see as smoking. Parents, teachers, and other adult role models are needed to reinforce the idea that the adult decision is not to smoke. It should be "do as I do" not "do as I say." Adults must free themselves of nicotine addiction in order to be positive influences on our youth. The fact that health providers, class action, and individual litigation have been more and more successful should be brought to the attention of children. If juries are willing to give large monetary awards because of damages done to smokers, it is a sure sign such activities should be avoided. Information on the dangers of smoking cannot wait until students are in middle school. Posters and photos displaying the results of life-long smoking may be graphic but are effective. Dr. Koop reports that studies have shown that children, some as young as eight years of age, when asked, stated that they would start smoking as soon as they could. It is illegal to sell cigarettes to children, so how do they get them? It seems the biggest culprit is vending machines. It is impossible to control sales through vending machines. Many are in entryways in stores, restaurants, and restrooms. These machines seem to be most popular with the younger smokers. The organization, Keeping Your Children Tobacco Free (KYCTF) reports in their "Current Events" that among 13 year old smokers, 22% used vending machines to purchase cigarettes. An alarming statistic is that 40% of grade school smokers shoplifted cigarettes on a regular basis. The older students report that they can successfully purchase cigarettes over the counter. Are we willing to pay for surveillance by the CDC, Food and Drug Administration (FDA), or local law enforcement to catch the "scofflaws"? Do we want our children used in "sting" operations by police? Some agencies use these procedures as well as informers to locate store owners who breach the law and sell to minors. A possible solution might be that those store owners and clerks found in violation of the law be heavily fined and have all tobacco products pulled from their stores. Grassroots activities seem to work well. Parents must become interested and involved at the local, state, and federal level. Only then will the laws that are in place be enforced. Taxes on tobacco sales seem to be effective in decreasing teenage smoking. When Canada raised the price of cigarettes to $5.00 a box, a 60% drop in smoking by youngsters was observed. Maybe pricing youth out of the market is a viable way to hinder them from harming themselves by smoking. There is a light at the end of this proverbial tunnel. A press release on December 18, 1998 shows, the smoking rate among secondary school students has started to turn downward this year all 3 grade levels (8,10,12) show some drop in smoking. Among the things cited which may have changed young people's views on smoking were control legislation and publicity on the consequences of smoking. The modest improvements seem to be most evident in college-bound students and those with parents who are well-educated. A report from the CDC on Florida students during the 1998-99 school year, shows a substantial decline among middle school males and a less substantial decline among high school males. There is evidence that education about the dangers of cigarettes has deterred many children from smoking. Lesson #1 THESE FIVE LESSONS WILL BE REPEATED EACH MONTH Unit One Concept: CRITICAL THINKING IS NECESSARY FOR EVERY PERSON TO BECOME A FUNCTIONING CITIZEN OF THE UNITED STATES OF AMERICA Sub Concept: THE SCIENTIFIC METHOD CAN BE USED TO MAKE INTELLIGENT DECISIONS ON CONTROVERSIAL ISSUES Title: Introduction to the debate process used during the unit. Overview: The teacher will explain the assignment and what will be expected of the student. Groups will be formed and issues will be designated for each group. The month for each presentation will be given. Key Concepts: Students will learn what a debate entails. Students will make a decision as to whom to work with and what their issue will be. Students will learn how to keep records of the research they will be doing. Grade Level: Grade 10 Teacher Background: Students have already experienced a unit on the scientific method and have learned the steps needed to do research. This lesson is the beginning of a monthly series of group assignments that will involve a different group each month throughout the school year. Students should form into groups of four. Each group will research and debate on a different controversial subject. They will meet with the teacher twice during the month preceding the presentation. During the debate, the group will be evaluated by the teacher and the class members. The class will vote on the issue, and a class discussion may evolve naturally from the vote. Materials: List of directions for the assignment List of titles for contemplation and choice Research gathering sheets Advanced Preparation: GATHER MATERIALS Time: 1 PERIOD Grouping: 4 students - 2 pro and 2 con Procedures: The teacher will explain what will be expected during this project. Go over the handout on procedures. Have students form groups of four. Using a list on an overhead, go over the statements for the controversial issues that will be debated during the year. Add any issues which students come up with to the list on an overhead. Have students choose which one of the issues their group will present. If they are unable to choose, have the statements on 3x5 cards, and use a lottery method to assign issues. After they have chosen their issues, assign them the month in which the issue best fits in your curriculum as their presentation date. Teaching Tips: Try to assign the first two months to groups in which there are high achievers. This way the others will have good examples. Lesson #2   Title: First of Month Meeting between Teacher and Group Overview: This meeting is necessary to evaluate research done up to this point. You may find there is a need to encourage the students and solve problems of communication and research procedures. Key Concepts: Secondary research must be done in order to find the key points you want to present to persuade the group to agree with your point of view. Cooperation and communication among group members are needed to produce a creditable final project. Responsibility is of primary importance when working in a group. Your fellow group members will evaluate your work. Materials: Group evaluation sheets Student annotated bibliographies File folders you have compiled on the subject Advanced Preparation: Prepare bibliographies with Internet addresses, magazines, and newspapers. Prepare file folder with hard copy of pertinent information to get them going. Time: 1 class period Procedures: Teacher should check to see if any work has been accomplished to this point. Go over research sheets once again. Give any encouragement that is needed. Help students to solve any communication or ability problems. Evaluate their knowledge of the computer and supplement any deficit. If bibliographies or file folders are needed, see that they are given to the students. Help students to get on-line and find information. Teaching Tips: The rest of the class should be doing a Reader's Response on the regular subject they are studying in class.   Lesson #3 Title: Mid-Month Check Overview: A progress check is needed at the middle of the month to ascertain the progress that has been made. Some students may need help or encouragement. This should be scheduled before or after school. The time serves the goals. It makes the group feel special and at the same time allows the classes to proceed without disruption. Key Concepts: Research is necessary. Communication and cooperation is needed. Time: As long as it takes, before or after school Procedure: By this time, you know who will need what from you. Lesson #4   Title: The Big Day! Overview: This is the day of the debate. The class needs to be instructed on how to do their evaluation and to vote. The group of the month is introduced. They present while class and teacher do their evaluations. Key Concepts: Students will learn how to present an oral debate. Students will learn to evaluate the work of others. Students will learn to make informed decisions on issues based on the scientific method. Materials: Teacher evaluation forms Peer evaluation sheets Group self-evaluation sheets Advances Prep: Run off sheets Time: 1 period Procedures: Teacher must explain the correct use of the evaluation sheets. Teacher introduces the issue and group of the month. The group presents, questions are asked by the class members, a two minute summation is presented. The class writes the evaluation and votes. Papers are collected. Teaching Tips: You know your class. You may want to screen the questions for the class to make sure they are on the subject.   Lesson #5 Title: Closure till next month Overview: This lesson needs closure. Students need to know how they voted and to discuss the subject as a class to clarify, contradict, and comment on the issue. Key Concepts: Voting does show majority opinion ideas. It is all right to disagree with the majority. The scientific method does not only work in a laboratory class. Materials: The results of the previous day's vote Advanced Preparation: Tally the votes. Time: 1/2 to 1 period Procedures: Discuss the result of the vote. Open the class to discussion, and write any salient points on the overhead. Teacher ends discussion by stating the points made by the group and pointing out that people have varying ideas on the issue, and each is valuable. Teaching Tips: You will need to control the class so no one person can monopolize the time allotted.   Name ______________________________ per _________________________   PARTNER _______________________________________________________   OTHERS _______________________________________________________   _____________________________________________________________   You and your partner will research a controversial issue pertaining to an area of science. You will take either the Pro or the Con position. The other two people in your group will take the opposite side of the issue. The group will prepare and present a defense of their side of the issue. The class, your fellow investigators, as well as the teacher will participate in the evaluation of your work. The date of your presentation will be decided at the end of the class period. There will be a time for each partner to present, then the other half of the group will present the opposite viewpoint. The class will be allowed to ask questions of both sides. Each side will then give a short summary of their evidence, and then a secret ballot will be taken by your fellow classmates. The results will be reported to the class following the presentation.   Circle the issue you have chosen. Smoking should be legal. Pot should be sold in stores. Beer and wine should be legal for persons under the age of twenty-one. If a person with AIDS has sex and spreads the disease, he should be tried as a criminal. Businesses that pollute are worse than individuals who pollute. People who are carriers of genetic disease should not be allowed to reproduce. You should be allowed to sell an organ while you are still alive. Abortion should be allowed without concern as to the age of the mother without parental consent. Jewelry stores should be allowed to pierce body parts. Electric or solar cars should be less expensive to register at the DMV. Primates shouldn't be used in medical research. Criminals should be used in medical research. Plants with parts that are poisonous to man should not be sold in nurseries. Endangered species should be introduced to their old ranges.   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   The date for your presentation will be _____________________________   You will meet with the teacher on the first of _______________________ during class.   You will meet with your teacher on the fifteenth of _______________________ before / after school.   Bibliography   Reinarman, Craig & Harry Levine, eds. Crack in America. Berkeley, CA: UC Press, 1997. This book concentrates on the drugs that are illegal in the U.S. at this time. It refers to both alcohol and tobacco in comparison to cocaine, crack, marijuana, opium etc. It gives some idea of problems with enforcement if tobacco becomes illegal. This book would be for the use of teachers or advanced students.   Internet Information Blue Cross Tobacco-Tobacco Litigation, "Healthy Kids Act." <http://www.mnbluecrosstobacco.com/toblit/factsheets/index.htm>. This is a report by the CEO and President of Blue Cross & Blue Shield of Minnesota on the litigation it has filed against tobacco companies. It gives a sketchy report on its Healthy Kids Act. The report presents links to other more specific sites. This can be used by both teachers and students. CDC, Chronic Disease Prevention, "Tobacco Use." <http://www.cdc.gov/tobacco/>. There are many good bulleted facts for use by students along with a "Trends in Daily Smoking" graph by Race. Links are presented to other sites that could be helpful. This can be used by both teachers and by students. CDC's Tips-Cigarette Smoking Initiation and Quitting Behaviors Among High School Students. <http://www.cdc.gov/tobacco/mmwr0598.htm>. This site has many useful facts in an easy to read format. Links are given to other possibly useful sites. This changes often and stays up to date. The site can be used by teachers and students.   CDC Tips-Pro Children Act of 1994, Background Sheet. <http://www.cdc.gov/tobacco/464119.htm>. Good background on smoking in child care/educational facilities. Gives steps for filing a complaint for noncompliance. This can be useful to both teachers and students.   CDC Tips, "Tobacco Use Among Middle & High School Students, Florida, 1998- 1999." <http://www.cdc.gov/tobacco/mm499fs.htm>. This report has easy to read interpretations of a report in Morbidity & Mortality Weekly. It gives positive information on the decline in smoking. This can be used by both teachers and students.   Keeping Your Child Tobacco Free: "Children and Tobacco Use." <http://www.scottishritechildrens.org/current_events/childtobacco.shtml>. This is a fully footnoted list of facts on smoking drawn from eleven different sources. Each of these sources could be studied by a teacher or older student for a more academic report, but this is concise and clear for students of lower reading level use.   Keeping Your Child Tobacco Free: "Cigarette Smoking Tip for Parents." <http://www.scottishritechildrens.org/current_events/cigarette.shtml>. This sheet is aimed at parents and gives good ideas on speaking to young people about smoking. It also high-lights the need for good role models. Good for both teacher and student use.   Keeping Your Child Tobacco Free: "Nicotine and Addition." <http://www.srcmc.org/current_events/ets.shtml>. Good simple explanation of addiction. Scientific explanation including withdrawal symptoms can be of help to both non-science teachers and students.   Merp/CME Indiana Tobacco Control Center: "A conversation with C. Everett Koop, M.D." <http://www.iumeded.med.iupui.edu/tobacco/koop.htm>. Interesting and informative report on Dr. Jay and Dr. Koop's conversation dealing with the Surgeon Generals office, smoking and Dr. Koop's ideas on reversing the teen smoking problem. Can be used by teachers and older students.   Monitoring the Future Study Press Release. 18 Dec. 1998 <http://www.isr.umich.edu/src/mtf/press.html>. This is a report based on a questionnaire administered to teenagers in Michigan in a confidential or anonymous fashion. The site gives a phone contact option for further information on the decline of smoking among teenagers.   United States Of America-Tobacco or Health: A Global Status Report/Country Profiles by Region/The Americas. <http://www.cdc.gov/tobacco/who/usa.htm>. This report gives the life expectancy in the U.S. as well as annual death rates from smoking-related diseases. It also relates tobacco production and trade for the U.S.