DOCUMENT RESUME

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TITLE Smoking. A Social Dilemma. INSTITUTION Iowa State Dept. of Public Instruction, Des Moines. PUB DATE [69] NOTE 144p. AVAILABLE FROM Publication Section, Department of Public Instruction, Grimes State Office Building, Des Moines, Iowa 50319 ($.50 per copy)

EDRS PRICE EDRS Price MP-$0.75 HC-$7.30 DESCRIPTORS Curriculum Design, *Curriculum Guides, Educational Programs, *Elementary School Students, Health, *Health Education, *High School Students, *Smoking, Tobacco

ABSTRACT This publication is designed to illustrate how information about the effects of smoking can be incorporated into virtually all grade levels and curriculum areas. The book is organized into four parts. The first is a brief listing of basic facts related to cigarette smoking and its effect on health. Part Two covers units for grades kindergarten through eight. The third part of the booklet covers grades nine through twelve by subject area, such as art, mathematics, science. The final part of the booklet is the appendix. It contains coloring sheets, picture puzzles, games, songs, graphs, and an elementary lesson on chemical make-up of tobacco and tobacco smoke, as well as other teaching materials and techniques. (KJ) iteN O O \ W/ .11 r , --4,;;;;r v/47.

'U.S. DEPARTMENT CF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED 111 EXACTLY AS RECEWED FRO M THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIALOFFICE Of EDU- CATIONPOSITIONOR POLICY. SMOKING A SocialDilemma

STATE OF 10WADEPARTMENT OF PUBLIC INSTRUCTION 4 .1

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SMOKING G A Social Dilemma

STATE OF 10WADEPARTMENT OF PUBLIC INSTRUCTION 969C-592C

State of Iowa DEPARTMENT OF PUBLIC INSTRUCTION Des Moines 50319

STATE BOARD OF PUBLIC INSTRUCTION

LESTER D. MENKE Calumet (President) JOHN D. WARIN Maloy (Vice President) MRS. RICHARD.G. COLE Decorah RICHARD H. DELANEY Burlington DR. JACK D. FICKEL Red Oak NOLDEN I. GENTRY Des Moines MRS. VIRGIL E. SHEPARD Allison MRS. EARL G. SIEVERS Avoca DR. JAMES M. WALTER Ames

DEPARTMENT OF PUBLIC INSTRUCTION

Administration

PAUL F. JOHNSTON Superintendent of Public Instruction and Executive Officer of the State Board of Public Instruction DAVID H. BECHTEL Administrative Assistant W. T. EDGREN Assistant Superintendent, Administration L. N. JENSEN Assistant Superintendent, Instruction WILLIAM M. BALEY Assistant Superintendent, Area Schools

Division of Curriculum

William J. Edgar, Director

Handbook Coordinators: Paul W. Tweeten, Consultant, Science Education Oliver T. Him ley, Consultant, Elementary Education

Price 50c per copy. Order from the Publications Section, Department of Public Instruction, Grimes State Office Building, Des Moines, Iowa 50319. Table of Contents

4 Foreword 5 Acknowledgments Basic Facts Related to CigaretteSmoking and Its Effect on Health 6

Primary Units 9 Kindergarten Unit 11 First Grade Unit 14 Second Grade Unit 18 Third Grade Unit 24 Fourth Grade Unit 29 Fifth Grade Unit 33 Sixth Grade Unit 38 Seventh and Eighth Grade Unit 44

Grades Nine through Twelve 50 Arts and Crafts 50 H. Business Education 51 III.Drama 51 IV.Foreign Language 52 V. Guidance and Counseling 52 VI. Health 52 VII. Home Economics 53 VIII. Language Arts 54 IX.Journalism 56 X. Library 56 XI.Mathematics 56 XII. Music 56 XIII. Physical Education 57 XIV. Science ...... 57 XV. Social Studies 57

Appendix 61 Coloring Sheets 62 Coloring Sheet Cut-outs 70 Picture Puzzles 72 Word Games 74 Games 79 Songs 81 Playlets 86 Crossword Puzzles and Word Puzzles 95 Puzzle Answer Keys 114 Graphs 118 Elementary Lesson on Chemica! Make-up ofTobacco and Tobacco Smoke 122 Cigarette Tar-Separating Appar4t4s 123 Poisonous Agents in Tobacco. Leaves 124 Harmful Effects of Tobacco Smoke 125 Effect of Cigarette Smoke on the Pulse 126 Collection of Tars if; Tobacco Smoke 1227 Toxic Effect of Cigarette Smoke 128 "Hankie" Test 129

Glossary 130 Bibliography 134 FOREWORD

Concern has been expressed in recent years by interested individuals and governmental agencies regarding the possible harmful effects of smoking. The Iowa Department of Public Instructionis,therefore. pleased to make this guidebook available to the schools of Iowa. ,.

This publication is designed to illustrate how. information about the effectS of smoking can be incorporated into virtually all grade leve!s and curriculum areas. Itis, therefore, hoped that the handbook will stimulate all districts to develop a planned student information program which will integrate specifically with each local school curriculum.

PAUL F. JOHNSTON State Superintendent of Public Instruction

4 ACKNOWLEDGMENTS

The committee wishes to acknowledge that the basiccontent and design of this publication were derived from the Smoking Education and Evaluation Program, supported by United States Public Health Service Grant Number 39- 03 -B67. The project, piloted in the Reynolds School District Number 7, Troutdale, Oregon, developed a publication entitled Smoking and the Teacher's Dilemma. The project director was Dr. Richard L. Grant, Assistant Professor of Psychiatry, University of Oregon Medical School, Portland, Oregon. We thank these persons and organizations for allowingus to adapt this Publication to fit the needs of Iowa schools in their endeavors to better teach this very important topic.

Smokey Bear materials appearing throughout this publicationare placed there for the sole purpose of increasing public information regarding forest fire prevention. However, this does not preclude the drawing of concomitant implications from their usage.

Appreciation is expressed also to the following individuals who aided in the development of the publication:

Fay S. Cleary, Consultant, School Health Services, Department of Public Instruction, Des Moines. Dudley D.Draxton, Coordinator of Health Education and Physical Education, Cedar Rapids Community Schools, Cedar Rapids.

Ramon N. Fisher, Elementary Coordinator, Humboldt Community Schools, Humboldt.

Anne Meredith Johnson, Formerly Director of Information and Education, State Health Department.

Mrs. Hazel Lammey, Associated Health Organizations of Iowa, Des Moines.

Miiry K. Radcliffe, Director, Information-Education, IowaTB-Respiratory Disease Association, Des Moines.

Harold Rathert, Supervisor of Scierice. Des Moines Public Schools, Des Moines.

Leonard E. Roberts. Superintendent, South Hamilton Community Schools, Jewell.

James Stewart, Iowa Heart Association, Des Moines. Dr. Norman. E. White, Director of Health and Physical Education, Des Moines Public Schools, Des Moines.

5 BASIC FACTS RELATED TO CIGARETTE SMOKING AND ITS EFFECT ON HEALTH

The following facts and data are supported by research. Two importantsources of inforniation for an elaboration of these facts are 1) Smoking and Health, Report of the Advisory Committeeto the Surgeon General of the Public Health Service, Public Health Service Publication No. 1103, V. S. Government Printing Office, Washington, D.C. 20402; and 2) Smoking Facts You. Should Know, American Medical Association, 535 N. Dearborn Street, Chicago, Illinois 60610 (see Bibliography for complete list of resources).

Cigarette smokers experience higher mortality and morbidity rates at almost allages.

An estimated 'two million teens begin smoking cigarettes eachyear (4,500 each day)'.

Studies vary as to the percentage of students who smoke cigarettes, but nationally aboutone out of every three students smokes from junior high grades on.

A -one-pack-a-day" cigarette smoker spends about $150a year on cigarettes ($3 per week). Americans spend more than seven billion dollars yearly on tobacco products.

Teens who do not smoke or who give up smoking reduce their chances of getting cancer, heartdisease, and other chronic respiratory diseases suchas emphysema and bronchitis.

Itis estimated that a 20-year-old male cigarette smoker loses about fiveyears of his total life expectancy from smoking.

Smoking results in the development ofa strong, very difficult to break habit. Some authorities consider it an addiction in some people.

Many countries (including England, Norway, Italy, Sweden, Holland, Canada,and Australia) have issued government warnings against cigarette smoking, and they have developededucational programs aimed at curtailing smoking among teens and adults. Iceland has placeda tax on cigarettes to be used for research and education on smoking and health.

The tobacco industry refutes the claims ofa causal relationship between smoking and health, but has not been able to disprove Oresent research findings.

Cigarette advertising can be misleading with regard to taste and the benefitsto be derived from smoking.

Teens smoke cigarettes for such reasons as acceptance by thegroup, defiance of authority, "something to do," a symbol of maturity, or a social crutch. Teens with.a variety of socialand academic problems tend to smoke more than teens who do not have these problems. It isinteresting to note that very few honor students smoke; more often, smoking is associated with the lowerportion of the academic scale and drop-outs. 6 7

The psychological factors in cigarette smoking are manyand complex and are very difficult to combat.

Smoking decreases lung function and increasesbreathlessness.

Cigarette smokers suffer more from acuteand chronic respiratory disease problemstha n do non-smokers.

Smoking reduces athletic ability. It also reducesreaction time and endurance. Most athletes do not smoke.

Women smokers have more premature me stillbirthsthan do non-smoking women.

Smoking increases heart rate and blood pressure. In most persons,smoking 1 to 2 cigarettes causes a brief increase of 15 to 25 beats per minute in theirresting heart 1,IW. There is a rise in systolic and diastolic blood pressure.

Smoking dulls taste buds and depresses appetite.

Smoking stimulates the autonomic nervous system, Theeffects of smoking are related to Buerger\ disease, a constriction of the small arteries in thehands and feet that can lead to gangrene and necessitate amputation.

Coronary heart disease occurs more frequently in cigarettesmokers than among non-smokers. The nicotine is the culprit; it can be absorbed through the liningof the mouth and nose, not just the lungs.

Cigarette smokers exrerience peptic ulcers more frequentlythan do non-smokers.

Some persons have forms of tobacco allergy.

A form of blindness called tobacco 4mblyophia canalso be contracted through .inoking.

Cigarettesmoke contains "tars" which can produce cancer in experimentalanimals.

Smoke "tars" inhaled over a long period of time damage thecilia! lining of the bronchi and the basal cells below. Such damage is frequently the precursor of cancer.

Other damage is caused when nicotine stimulates contractionof the muscle~ of the bronchi, narrowing them and reducing air Ih. The of the bronchial walls is also thickened.

There are other poisons contained in tobacco that are harmful tothe body, Significant amounts of arsenic, formaldehyde, hydrocarbons, ammonia, benzedrine, andDDT.

About 50% of inhaled smoke remains in the lungs,

A smoker who inhales usually recei es from 1 to2 milligrams of nicotine from a single cigarette. (400 milligrams will kill a man as quickly as a bullet; 50-60milligrams cause paralyzation of respiratory organs.) 8

Filters do not remoNe all of thy' "tars." Despiteadyertising implications, no.cigarette is free of "tars" and nicotine. SeVeral reasons 'are' 1) stronger, cheaper tobacco penetrates thraugh filters; 2) loosely packed filters; 3) smokers Smoke the entire cigarette,which contains concentrated forms of the "tars" near the butt. "::, .

By the time symPtomS of 'lung ca!4Cer appear (chroniccough, blood. in sputum, pain in chest), the disease is far advanced. Chances of curing lungcancer are one in twenty.

Lung 'cancer rates have increased bya factor of ten in the "past thirty years. Lung cancer now killsover 47,000 Americans a year.

Significant dainaie is dOne :by the Monoxide' in smoke. It Is quickly pickedup by the hemoglobin in the blood, blocking theoxygen-carrying function of hemoglobin. . . Research oii the health effLt:1 of cigarette smokingis thought to be Conclusive. enough by, several national life insurance companies that they havetaken note and come out with reduced rates.One company reduced its rate 5% for the non-smoker.

Cigarette smoking also affects the membranelining of, the larynx, or "voice. box."Smoking: causes thicker, swollen vocal cords.. Thereis.a defini.tie increase in laryngeal: cancer cases. Cancer is related directly to onsamption oftobacco. At one-half packa day, a smoker's chances for cancer are 7 times greater than for a non-smoker. At two packsa clay, his death chances increase to 20 times greater than for non smokers. .

The heat from the smoke of a cigarette is $35C or 1535 ° F at rest: $8,4.° Cor 1623 °, F .when air.is drawn through it Thisheat coiittfliiiteSIOVieliaralisisof the'cilia in the'bfonchi.

Lung cancer and emphysemaare appearing increasingly in Smokers in their forties, apparently dueto their having started smoking atan earlier age. . . :.: ;-; : . :.. : Of all U. S. forest fires in 1966, 42% man made. Nineteen million acres of timberwere destroyed. !were . , 4. ".(:

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. ' OBJECTIVES AND SPEAKING VOCABULARYFOR PRIMARY UNIT

TEACHER OBJECTIVES

1. To help students develop a desire to stay well and have strong, healthy, useful bodies.

To help children relate their own health to current social problems, including smoking.

3. To begin the development in young children ofan awareness of the hazards and the disadvantages of cigarette smoking, so that in the future theymay formulate firmly and realistically a personal decision on whether to smoke or not to smoke.

4. To encourage students to present findings regarding cigarette smokingto othersparents and friends.

5. To accept responsibility for one'sown behavior with regard to smoking.

6. To understand why people smoke.

7. To become acquainted with facts about the effects of cigarette smokingon health.

8. To become acquainted and keep abreast of current research findings amdmaterials made readily available on the topic of cigarette smoking. o To develop and reflect an objective and non-moralizing approachto this topic, using attractive materials and techniques.

STUDENT OBJECTIVES

1. To accept personal responsibility for improving and safeguarding one'sown health. Realization of this is essential for effective, productive life.

2. To become familiar with current data about smoking and its effecton health.

3. To consider the variety of reasons for and against smoking, realizingthat some people smoke I) not knowing the harm that cigarettes cause or 2) disregarding the warnings.

4. To learn to analyze advertising and to realize thepurposes of it.

5. To understand that smoking is a habit.

6. To begin to accept responsibility for making a personal decision.

7. To appreciate and understand smoking information and be willingto share it with parents and others.

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SPEAKING VOC,ABUIAlliY ;

. . Alt pollution cigar filter smog ammonia cigarette habit smoke arsenic cilia heart statistics piOnchi Combustible inhale survey lifOnthitis commercials lungs. tar taiker 'cough nicotine tObatiio carbon disease oxygen trachea chest `e'tiiiiity.senia vOlion k-ray chidniC exhale KINDERGARTEN UNIT

Because of the structure of the kindergarten "day," the teacher 'mist seize upon' theteachable moments. These learningidmust be related and referred to time and again. It is necessary to helpchildren formulate ideas about smoking by showing them pictures, asking questions and developingdiscussions to help them find answers to pertinent facts. They need many sensory experiences. Thus,pertinent facts learned about sfnoking Arill'aid them tofthake a choice in later years. ;

It is not intended that these suggested activities be usedas teaching units. Rather, it is hoped that they will help' in teaching the broad range' of effects smoking hason one's health, and that teachers will not select from' these activities alone;' but will add their owninnovations and utilize otherresources as they become available:

Learning activitiesand SuggeStions that may be correlated with the daily,program:

. I. ART II.HEALTH,

A: Mitralbbut Sirfokey the Bear A. Fire safety 1. Role of fireman B. Draw or paint pictures of forests before 2. .Role of forest ranger and after fires 3..playing.,with matches and cigarette lightersreasons C. Draw or paint pictures of smokershow .4,Have Fire Prevention Week activ- they look . Wes in .October D. Colorsleets on Sinokey they 'Bear (Ap- .Ourbody pendiX,'pag6S'6t-6g) i ,.'1. ,Use ..the. senses,,e.g.,unpleasant breath,stainedteeth,smelly E. Make and stuff a life.-like 'Smokey clothes, stale smell.in home; imitate smoke being blowa in one's face; F.Make a "Do and "Don't" Chart annoyance of a chronic cough .Show 'posters, ,.pictures,-- or models G. Make litter bags of infected lungs:

, 3. Measure and weigh childrenstress H.i'aint 'road signs ": -such "Prevent thatsmokhig dulls: taste buds, thus Forest Fires" or "Don't Smoke" Curbs 'appetite so' smoking could harm health I. Make cartoonsdid yOu ever 'see a dog smoking? Habits 1. Discuss what a habit isdifficulty of Draw or paint 'pictUrei'Showing good breaking a smoking habit behavioral health habifs 2. Compare: goodand detrimental habitslearngoodhealthhabits K. Make puppets out of bags, perhaps of from tvts .

Smoker the Bear . A. Racpoons,wash face

.b.,. No. animals smoke L. Create, eye-catching :bulletin boards' -use c. Mother animals washtheir posters or creative pictures . young

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d. Pets need food and rest K. Improvise own script for puppets 3. Habits can be broken a. Sucking the thumb L. Participate in school, parade or in school b. Biting nails programsusingpropspreparedin c. The baby blanket classroompuppets created to illustrate d. Cigarette smoking lessons learned from smoking informa- tion. III. LANGUAGE ARTS M. Debunk.TV commercialsgeared to Correlate at own discretion in above subject five-year-old's connotationanalyze what areas. the commercial tells (interesting insight into what childrenreally understand A. Sharing experiences (Show and Tell) from what they seeone child thought he'd want to smoke because he'd geta B. Observation of °flier gradeg' projects horse as portrayed by the ad) listen to reports, etc. N. Work out smoking jigsaw puzzles (Ap- C. Dictated stories pendix, pages 72, 73)

D. Dramatization (role playing) 0.Createownpuzzlesfrommaterial 1. Mother sweeping ashes from the presented in classroom floor 2. Father coughing after a smoke P. See film on bears 3. Cleaning up ashes, yards 4. Reporting a fire over the telephone Q. Showfilms "Smokey the Bear" or 5. Doctor checking a bear (Smokey) "Smoker" (Appendix, page 137) after a fire IV. MATHEMATICS 6. Anything that involvestasteor smell A.Work number puzzle sheet (Appendix, page 67) E. Enact playlet "Smokey and the Careless B. Count to 20draw 20 cigarettes Camper" (Appendix, page 91)

F. Finger play "Buffy and Fluffy Save the C. Count the number of parents that smoke Day" (Appendix, page 90)learn or use D.Count the number of parents who do as story plan . not smoke G. Read "Smokey the Bear" and "Bambi" (Appendix, page 135) E. Create number sheetscounting objects that are objectionableinclude cigarettes, H. Field trip to the fire station cigars, pipes V. MUSIC 1. Use resource people 1. Schedule a fireman to talk to class, A. Learn "Smokey the Bear." 2. Doctor (could be a parent) B, Learn songs about the fireman, doctor, J. Create a filmstrip or story play etc. 13

VI. PHYSICAL EDUCATION -, Air pollution 1. Properties of air A. Mimetics-"Buffy and Fluffy Save the 2. Smog-comparewithsmoke in Day" (Appendix, page 90) lungs-50% of smoke remainsin lungs B. Creative rhythmic activities 1. A raceinwhich the loseris a VIII. SOCIAL STUDIES cigarette' smoker 2. Vacuuming the rug-to clean up the A.Family living ashes 1. Roleplayinginplayhouse 3. .Sweeping the floor center-dirty ash trays, etc. 4. Washing the ashtrays 2. Class diScussions, e.g., why parents 5. Animals fleeing a raging fire and/or friend's like to smoke. It is Treeiswaying (caused a careless necessary to teach fact that we love smoker Who burnedup a forest) people but may not necessarily like What they do. Examples can be C. Dramatize rhythm record about firemen used to stimulate discussions on why people like us and what we do D. Gaines that people like-hence, establishing 1. Squirrels in the Trees (Appendix, behavioral attitudes and patterns. page. 80) 3. Read "Freckle-Face Jimmy and the 2. Firemen (Appendix, page. 79) Dragon" (Appendix, page 135) to the children. This booklet shows VII. SCIENCE what mimicking can lead to.

A. Conservation 1. Beautyofforests-effectof litter-bugs, Cigarette throwers, etc. B. People who help us 2. Protection of animals 1. Doctor a. Forest friends 2. Nurse b. Circus animals 3. Forest ranger 3. Preservation :of trees and plants 4. Fireman 4; Conservation of-home 5. ResearthrTs a. Yards 6. Reporters b. Furniture-smoking burns c. .FloOrs.-burns and ashes C. Transportation d. Upholstery-burns 1. Fire hazards on planes, buses, etc. e. Cars-holes 2. Effect of smoking on passengers 14

'FIRST GRADE UNIT

I. ART IL LANGUAGE ARTS A. Murals A. Have resource people talk 1. Community dangers to the first grade(e.g.,firemen, doctors,nurses, 2. Smoking dangers forest rangers) 3. Rewards for non-smoking B. Creative playlets or play dealing with B. Posters, individual or-composite some aspect of smoking (Appendix, page 1. To enter room contest 86-94) 2. Intra-school or intra-grade contest C. Experience chartswrite about results of 3. On various anti-smoking subjects talks, experiences with puppets, things learned from resource people C. Puppetsindividual orroom mascot D. Cooperative charts D. Masksdepicting"tar,"nicotine, ammonia, and arsenic E. Individual or dictated stories can be createdbychildren about smoking E..Dioramas dangers and 1-abits

F.Moving picture F. Prepare a questionnaireask parents and 1. Similar scenes as murals friends about smoking habits 2. Depict stories or movie scenes G. Chart results of survey or research from G. Class "fold-up" notebook with dictated TV or home discussions or original captions H. Jingles, slogans H. Charts 1. "No irs, no maybe's, no butts!" 1. Results of surveys' I "Don't let your 'health go up in 2. Copies from information seen smoke" 3. Discuss what charts mean I. Role playingchoose a particular person I. Bulletin board displays using captionsor 1. Be ,an athlete who slogans doesn't smoke I. Teacher initiated Be one of the last five presidents, 2. Pupil inspired all of whom do not smoke. Tell why they don't smoke. J. What is good? and What is bad? Posters J. Dramatization-e.g..adoctor checking K. Cartoonpicturese.g.,doesadog heart beat: listening to someone breathe; smoke? asking leading questions about smoking: firemen putting out fires L. Make "mad signs*" 1. "Prevent forest fires" K. Hand puppets 2. "Don't start!" 3. "Why smoke?" L. Pantomimes Pretend these were seen along the road, 1. Father coughingcould have chil- discuss the purpose of a road sign dren guess what is happening 15

2. Mc ther cleaning tunes, such as "Are You Sleeping?" or "On Top of Old Smokey" M.Observation of other grades' activities which could lead to a motivation for B. Play "Firemen" game (Appendix, page class discussion 79)

N. Make tapes of the roles children enacted C. Rhythms

0.Participate in school parade using props D. Listen to record, "Smokey the Bear" made by children E. Teachsongs: "Smokey, the Ranger's P. Phonics exercises Friend.".and "Smokey, Put Your Nose

1 Wordsthatrhymeusingterms In the Breeze" (Appendix, pages 81-84) found in this unit 2. Words that begin alike F. Learn I oeii1 "Buffy and Fluffy Save the 3.- Words that end the same Day" ( Appendix, page 90) 4. Words that have the same vowel sounds C. Learn sin1 Mg version of song "Old McDonald (Appendix, page 85) Q.Exercises on things that go together 1. Plant and cigarette H. Jump rope or skip to record of "(yid Cigarette aml someone coughing McDonald" and "Smokey the Bear" 3. X-ray machine and someone hold- Ping chest SCIENCE AND HEALTH 4. Smoke and cancer V. 5. Doctor and patients A. Safety haiaids 1. Home R.Do worksheets (Appendix, pages 74-78) a. Make alist of safety rules. S. Crossword puzzles (Appendix, pages 95, emphasizesmokers'care 96) le'sncss.Stressnotplaying with matches or cigarettes and III. MATHEMATICS cigarette lighters. h. Make a chart or experience A.Statistics about how fires are caused by story on health text chapter. cigarettesperhaps even forest fires "The Safe Way for You." Dramatization wouldfitin B. Cost of cigarettesmore or lessthan nicely. concept (Example: does a cigarette cost c., What do you do when you are more or less than a bar of candy) alone? 1) Discussion C. Draw cigarettes using measurement tech- 2) A good place to see the niques. (Example: draw a cigarette 4 filmstrip"GetSmart! inches long. Color half of it black) Don't Start!" (Appendix, page 138) D. Count cigarettes in a pack (1-20). How 2. -1, Community dangers many in 1/2 pack? 2 packs? a. Firesonbuses,airplanes, circuses (safety of animals), IV. MUSIC AND PHYSICAL EDUCATION fairs, and farms h. Forestfirescorrelatewith A.Make up smoking songs to familiar Fire Prevention Week, which 16

usually comes in October lungs 1) Conservation of plants, 4. Instruct also regardingfacts and animals, etc. effects of smoking on the various 2) Whynohunting'is systems of the body allowed at certain times 5. Sponge paint the lungs. Show pic- 3) See illms-"Smokey the tures.Healthylungsmaybe Bear" and "Smokey" ::ompared with diseased ones 4) Obtainliteraturefrom 6. Observe a smoking machine on ForestSen ice-posters, goldfishandinsects(Appendix, pictures. hot )1( marks, page 123) booklets 7. Show experiment using smoking 5) ReadGoldenBooks, machine on goldfish and insects "Smokey the Bear" and (Appendix, page 128) "Bambi"(Appendix, 8. Stress physical examinations- -also, page 135) introduce concepts of diseases such 6) Paint a mural as tuberculosis, cancer, bronchitis. 7) Color Smokey the Bear Show how x-rays can help detect activitysheets (Appen- the disease and also help cure early dix. pages 65-68) stages of cancz.-.

B. How you grow C. We learn with our senses 1. Good health habits 1. Facts about "tar" on our teeth and a. Discuss term"Imbii"-relate ha4dc to smokingStii.)killg can be 2. Facts about coughing and bronchi- stopped. (.$1:11 the smoking tis habit. Cancer can be prevented 3. Smellonclothes,breath,and if the habit -stops in time. hands, and in homes and cars b. Group discussion about family 4. Unsightly cigarette ash*trays-espe- health habits-some habits are cially cigar butts good, some- are bad. The men- 5. Ashes from pipe on floor tal.emotional,andsocial 6. Air pollution, what it is, how it is healthha.bits can he better formed, and what are its causes understoodbybringingin 7. Irritation caused by smoke research'factsandrelating -them to family life VI. SOCIAL STUDIES 2. What help's us grow igood or bad) a. Smokingdecreasesap- A. Your and your family petite-could' Weeatright 1. stub k nigproblem-use then? empathy.Do .notcondemn-be b. Smoking reduces endurance. fair-try to understand. Have chil- causesbred t!ii ssness,and dren ask parents when they began slowgreactiontime. Would smoke. Why? runners or swinuners smoke if Everyone needs to follow rules they want to do well? a. Illustrate some rules parents 1) Show posters of famous follow-such as traffic laws and peopletirodonot at.tty rides smok,, h. 1-amilies have rules. What are 2) Make 3 k .);aparthon chart they? Why should we consider c. Measure and V.IAchildren them? How do they contrib- 3. Bring infacts about "tar" and ute to family welfare? (rules nicotine and their effect on our about playing with matches,

Mar,,inal legibilityof this page is dueto poor original material. Better copy isnot available at the time of filming E.D.R.S. 17

for example) 3,. ReadanddiscussFreckle-Face JiMAY, and the Dragon (Appendix, page 135)

13:. Fireman L. Fire captain,could visit class with safety ideas, for first graders, ?. Foil- up,activities a. Individual; stories,qxPetiPnce stories,, chail of mks a. diorama. c. MagicP4P1N.ts. with the clul= dren taking:turns..as, narrators:

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" SECOND GRADE UNIT

I. ART HEALTH

A. Group mural A. Fire Efirety"Fire. Prevention Week" in 1. What happens to smokers October . 2. Fire safety hints 1. Do not play with. fire, matches, or 3. A Martian's view of earth people cigarette lighters smoking 2. Discuss the effects of smoke in- 4. Why not smoke? halation (such as firemen, smokers, 5. Silly smokers and city dwellers face) 3. Story "Smokey the Bear" (Appen- B. Posters dix, page 135) 1. Harmful effects of smoking .4. Film "Smokey" (Appendix, page 2. Why not smoke? 137) 3. Fire safety posters (smokers' care- 5. Golden Books: "The True Story of lessness) Smokey the Bear" (Appendix,page 4. How to keep good health 135) 5. Warnings to othersdisplay them effectively on bulletin boards B. Physical care C. Diorama 1. Smoke causes stains on hands and teeth--correlate under care of body D. Draw cartoons about smoking andcleanlinessappealtoneat, clean appearance E. Lung picturessimple diagrams showing 2. "Happiness is good looks" slogan trachea, bronchi, and lungs. Show clean 3. Smoke causes odors on clothes and and damaged lungs with black crayon. breath `4. We want to be clean, look clean, F. Constructadisplay of anti-smoking smell clean theme for hall or showcase, library, or 5. Disease prevention PTA a. Importance of building body resistance with enough sleep, G. Create neat, attractive, eye-catching bul- freshair, proper food, and letin boards that may ask questions such exercise (relationship to lung as "Why Smoke?" or "How Do We cancer, heart disease, and res- Look?" piratory diseases) b. Chartmake a chart of chest H. Makejig-sawpuzzlesfromSafety area. Identify lungs, trachea, Posters--glue on tagboard; cut into pieces bronchi; make the drawings simple; use board with colored I. Make simple mosaic pictures of f; -ct chalk scenes; safety signs; etc. Use scrap pi c. Use opaque projector to show tissue paper, scraps, or rice, beans, rocks, pictures etc. d. Discuss "cough" 18 10

6. Nutrition respiratory diseasesexplain words such a. Effects of smoking on appetite ascancer,tuberculosis,emphysema, and digestive system ulcer, bronchitis, and heart disease 1) Things we putin our m outh--couldtheybe III. LANGUAGE ARTS bad?Whatarethey? Discuss. A. Dramatize

2)Find pictures of things 1. .Typical TV commercial showing we put in mouth; group glamorousaspectsofsmok- them on a chart or in a ing--STOP,analyzefallaciesand booklet--"good"or erroneous ideas displayed, to help "bad" children recognize them as such 3)Write a story on care of 2. Usepuppetsto dramatize some mouth and throat aspect of smoking education (an b. Need for adequate diet old TV cabinet makes a good stay) 3. Dramatize or pantomime "How a Mental health smoker looked and acted that I 1. Consider "habit"discuss the mean- saw" ing of the word; good habits and 4. Act out "At a grown-ups' party" bad habits 5. Act as a chain smoker would act 2. Consider "mistakes" children have 6. Act as if someone were trying to made, and what they have learned break the habit from themlist some to avoid 7. Dramatize "Getting smoke in your eyes, or burning fingers' leavingbikein a. Examples: 8. Dramatize a telephone call to tue driveway,leavingice cream firedepartment, using goodtel- out of freezer, leaving crayons ephone manners near a heater, getting soap in eyes; did they ever try smok- ing? B. Share and 'Tell b. We all make mistakesteacher 1. Shareattitudes you hay: about could tell some she has made sm o kingencouragefreedomof speech and freedom of individual D. What families do together choice 1. How they need to be helpful and 2. Discussion questions and ideas considerate of one another (e.g. not a. How do you think it feels? blowing smoke in face, or making mess withcigarettes and ashes; b How do you think it looks? c. How do you like its smell? never smoke in bed) d. How do you think smoke How we need to help our whole tastes? faMily stay well e. Do you liketohe around 3. Read "Freckle-Face Jimmy_and the people who smoke? Dragon" (Appendix; page 135) f. Discuss the harmful effects oi cigare t tes L. Showpicturesofathletes;discuss g. Do our families smoke? Why "athletics,""physical fitness," "body growth," 'need for exercise." How do h. Read'Jews:irt idesabout you think these people stay physically smoking, then post on bulletin board fit? C. Creative writing (independent and In ,up F. Scmie exposure to names and effects of efforts)

Marginal legibility of this page is due topoor original material. Better copy is not available at the time of filming E.D.R.S. 20

I. Poems withoutmaking themfeel 2. Riddles angry 3. Limericks c. How students can urge people 4. Stories to stop smoking (wise ways of a. How cigarette ,smoking harms using facts) us 3. Have you known any people who b. Whatiswrong with acig- quit smoking? How do they feel arette? now? What do they say about c. Costofsmoking(money, smoking? risks) 4. Have you known any people who d. What is a cigarette? have died of respiratory or heart e. What I would do with a pack disease?, of cigarettes f. Cancer is no fun F. Questionnairemake a group list of ques- g. Why I will smoke (or will not) tions about aspects of smoking, then whe,ngrow up find answers to them

).Letter writing G. Teacherscouldmakeriddlesusing 1. "Thank you letters" to resource variouswordsfromthe vocabulary .people who have been guests of the listchildren then read .the riddles and group,showing appreciationfor guess: specific facts presented to them 1. I am white. (e.g., hospital field trip, fireman) I am little. To Smokey the Bear, to become a I have tobacco JuniorForestRanger. A mem- In my middle. bership card will be sent. Smokey I am not good for you! BearHeadquarters,Washington, What am I? D.C. 20025 2. 1 am a plant. 3. Open letter to studentsencourage I have pretty flowers, students not to start smoking; "It's But my leaves are harmful. not as smart as you think"sign it, They are used to make cigarettes. "Your fairy godmother." Cite facts What is my name? within of harmful effects of smok- ing. H. Oral quiz can be used as an introductory activity to gain facts and to ascertain 4. Possible open letter to.parents consider facts about smoking and what attitudes and knowledge children show. how continued smoking can have about smoking do irreparable harm to families who are left behind, victims of smoking I. Phonics exercises. 1. SMOKE (sm blend)how many sm

E. Conversations O words can you think of? 1. Telephone conversations for help 2. Find rhyming words for these: a. How to call a fireman in case habit cough of fire smoke disease b. How to call the doctor and tell cigarette poison him symptoms 'of respiratory heart inhale disease filter "tar" ". Discussions of freedom to believe smog cancer and speak independently lung a. Smokers have right to smoke 3. See numerous worksheets (Appen- b. Howtotalktosmokers dix, pages .74-78) 21

J. Find descriptive words that tell about E. Make up story problems utilizing greater smoking(e.g.,bitter,smelly,costly, or less than concepts; money concepts; harmful) addition and subtraction; measurement

K. Crossword puzzles (Appendix, pages 95- V. MUSIC 117) L. Alphabetizevocabularylistsand A. Put poem to musicwrite "no smoking" Smokey's Fire A-B-C's (Appendix,pages song 65, 75) B. Write new words to "Smoke, smoke, M. Make "vocabulary chart" of smoking smoke that cigarette" vocabulary words as they come into use C. Rhythms: inhale, exhale to music (brief- N. Make secret code messages using facts or ly) concepts for them to decode (Appendix, page 100) D. Learn "Smokey the Bear" songsee film as motivation

IV. MATHEMATICS VI. SCIENCE

A.Cost of smoking A. Correlate with "Water and Air" and 1. A pack costs about 40c "Heat" units from science text 2. A carton costs about $3.50 1. Temperature of cigarette smoke is 3. About $150 per year to smoke very hot 2. Air pollution is caused by factories, B. What could I buy with $150? fires, autos, etc.smog 1. Three bikes 2. 3,000 candy bars at 5c B. Experiments that can be performed: 3. 1,500 bottles of pop or ice cream 1. Use and evaluate smoking machine cones at 10c in roomuse senses of sight, smell, taste (Appendix, page 123) C. Cost of 1 pack 2. Makeatobaccoinsecticideby 1. Show moneycombinations soaking contents of 3 cigarettes in a (nickels, dimes, pennies, quarters) pintofwater--sprayen 2. Make change from 50c,$1.00, insectswrite out results $5.00 3. Make a tissuepapersmoke collectionwiththesmoking D. Show statistics on 0 - 100 number line machine 1. 94 out of 100 lung cancers are 4. Show: gas changed to a liquid caused by smoking (gases contained in tobacco smoke 2. Show greater than or less than will change to liquids or solids in a. Cost of 1pack is greater or lungs of smokers) less than 50c 5. Raisea tobacco plantseeds are available through seed stores and by b. Cost of 1 pack is greater or less than 20c mail order c. Cost of 1pack 6 greater or a. Note that itis an attractive less than $1.00 plant with bloom d. Cost of 1carton is greater or b. Study how it is processedsee less than $1.00 encyclopedias e. Cost of 1carton is greater or c. Check activity sheet on tobac- less than $5.00 co plant (Appendix, page104) 22

C. Other activities we arein contact with such as 1. Show pictures or sketches of tobac- cook, principal, custodian, bus driv- co plants or other interesting pic- ers,nurse, secretary, parents, etc. tures pertaining to the tobacco in- Ask them simple questions such as: dustry a. Why do you smoke? 2. Discuss "What is a cigarette? What b. Would you like to stop? is a cigar?" c. Why don't you smoke? a. Take someapartin d. Did you ever smoke? classsmell, taste 2. Make a chart after discussion of the b. Analyzeitscomposi- various reasons that the people gave tiontobacco,paper,filter, 3. Cut out magazine cigaretteads. cotton, charcoal, and water Observe compare, discuss. What do c. Note the harmful chemicals in they say? What do they want us to the cigarette think? Wily do they advertise these 1) See filmstrip "Get Smart! bad products? How do these smok- Don't Start!" (Appendix, ers look? page 138) 4. Look at a cigarette package, read 2)Make word cards the inscriptionsee caution note 3) Learn to recognize the 5. Use map or globe to show where words tobacco is grown or where man- 3. Discuss the ineffectiveness of the ufacturing plants are (principally in filter NorthCarolina);listnames of tobacco growing states and find VII. SOCIAL STUDIES them on a U.S. map 6. Thanksgiving unitIndians and Pil- A. Community helpers grims: story can be told of begin- 1. Firemanhisresponsibilitiesand ning of tobacco habit of the Indi- duties; how he helps us; how to get ans, and how they introduced it to him if the need arises; how firemen white people have helped the children; show that 7. Livingtogethercourtesyof ash itis important to get along with trays,blowing smoke at others; others what should a smoker do? (see 2. Forest rangershis responsibilities Health) and duties 8. Neighborhood stores 3. Resource people a. How to buy cigarettescoun- a. Fireman(willbringequip- ter or machine ment, truck, and film)safety b. Cost of cigarettes aspect c. Age laws b. Doctor 9. Safeandharmfulneighbor- c. Athlete or coach hoodssee health- safety aspects d. Nurse e. Forest ranger 10. Many ways to learnhow we learn 4. Field trips habits such as smoking (see Health) a. Fire house 11. Messages from far and near: news- b. Hospital(seechestx-rays, papers,radio, T V,advertising, diseasedlungs,respiratory news reporting on healthresearch equipment) 12. Littlethingsgrowintobig thingsneighborhood neatness (not B. Other activities throwing away wrappers, cigarette 1. Conduct a simple survey of people butts) 23

VIII. OTHER RELATED ACTIVITIES

A. O'serve available filmstrips (Appendix, pages 138, 139)

B. See filmstrip "Get Smart! Don't Start!" (Appendix, page 138)

C. Make a tape recording of famous peo- plerole playing

D. Stage dramatizations; make a filmstrip using 35mm. camera. Write a simple scriptit can be easily done.

E. Participate in grade paradebearing signs and placards the children have made (also masks, Smokey Bear costumes, mock fire fighting equipment, etc.) THIRD GRADE UNIT

TEACHER OBJECTIVES

I.To help third grade children begin to relate their own health to current social problems, including smoking 0 2.To help students analyze the advantages and disadvantages oismoking

3.To encourage students to talk to parents and other adults about the things they have learned

4.To encourage students to make a realistic appraisal and a mature judgment about smoking

5.To help children evaluate what they see and hear --to start them thinking

STUDENT OBJECTIVES

I.To have third grade children accept personal responsibility for improving and safeguarding theiiAvn hr,th

To become familiar with current scientific information about smoking and its effect on health in terms they can understand in the third grade

3.to make use of problem-solving techniques in studying about smoking and its relation to health .I ilk! out why people smoke

5. To decide whether the student wants to become a slave to a habit. What is a habit? Calit he good? Can it he had?

6.To understand why we can't believe everything we see in television advertising

7.To understand that smoking is a personal decision that no one can make for the stud: 11f

8.The students need to realize that they personally need to help adults know of tilt(LP-. Is II smokingtactfully, without pushing or preachingteaching, is the proper method.

9.The third grader can begin to realize that learning about smoking will affoct the student's owl. hi pith attitudes and behavior.

10.To experiment and find out what smoking machines prove ,ind what is vont iined cigarettes

I. ART C. Make a lung with color resisiant nth: A. Make a mural, either on one topic or as a cement culmination of a project D. Poster contostrossibi3 B Have illustrated slogans other rooms 24 25

E. Homemade TV illustrating a group of F.Playlets on smoking lessons or as a culmination of a project i. Use hand puppetsput on skit for classroom or for other groups F.Papier-mache heart 2. Pretend to put on TV shows G.Creative pictures 3. Creative plays 4. Word games such as "Password," using words pertaining to smoking 5. Pantomimes that involve smoking

II.LANGUAGE ARTS G. Games 1. "Password" A. Interviews with smokers and non-smok- Guessing games:put objects on ers on whythey door do not trayguess by feeling what is on smokechart results tray; include cigarettes, cigars, and Creative writing about the prospects of pipes B. Charades involving smoking topics, smokingindividualattitudes may be 3. revealed field trips, interviews Creative poetrysamples show how it H. Experience storiesas a result of hearing C. learning expe- may be developed resource persons, or other riences D S S Y I. Reports on athletes who do not smoke 0 M T 0 U J. Riddles and, limericks N K P 1 S 0 K. Thank you letters to resource people or T N B T A asking for information S F R L. Phonics exercises M 0 T O S R K E E H HI. MATHEMATICS A R A. Add up cost of 7 packs of cigarettes. M Seven days in one week at one pack a F day. What would 2 packs a day cost? U L B. At 4 weeks in a month and 7 packsin a week, how many packs do people smoke D. Make reports on tobacco in a month? In a year? 1. Why people smoke 2. How tobacco is grown If cigarettes cost 40c per pack,how 3. Why people sell tobacco much would you spendina week, 4. Why people buy tobacco month, or year? 5. Why smokers should quit D. Find objects in advertisement that would E. Make reports as a result of interviews on compare in price for eachdivisionweek, why the children's parents smoke month, year E. What objects would you like for that C. Study of the body amount of money? 1. Nosesmoking affects the smelling mechanism; smoking machine (Ap- F. Graph the heart rate of smokers before, pendix,, page 123) would quickly during, and after smoking a cigarette. prove it IV. MUSIC 2. Tongue -- coated from smoking; food does not taste as good; discuss this with people who have quit smoking A.. Be creativetranspose creative poems to familiar-tunes 3. Cellsmake up our body; need good air; what we eat or do not cat affects them. Smoking harms them B. Make up a tune and words to go with it by not brii:ging good air to them. 4. 1 leartnormallY beats 70 or more Songs (Appendix. pages 81-85 C times 'ainfinite; in a smoker, this increases from 15 to 25 times more D. See film "Smokey the Bear" Appendix. per minute for a brief period page 137) a. Experimenttake pulse of a smoker before he starts smok- V. SCIENCEAND HEALTH ing; wait 3 minutes while he smokes and take pulse again; A. Safety continue, until cigarette is con- . 1. Every dayhow and why we need sumed. Graph the results. to be careful b. Discuss how this might harm 2. Fire dangers the body a. Discussions related to cigarette smoking and matches D. Good health habitsDo's and Don'ts as b. Suffocation related to smoking 3. Fire Prevention Week ideas a. Resource person from fire de- h. Family living partment giving lessons on gas 1. Working together, doing chores for and smoke masks the good of the family. Are some b. Smoke damage to lungs chores unpleasant? Why do or do c. Fire detectionhow lire can be you not like to empty ashtrays? investigated as to its origin 2. Sisters and brothers at home; we d. Use of Canariesfor gas de- must try to get along. Older sisters tectors and brothers serve as models for e. Resource people (Appendix, younger children. What are some page 136) good habits older brothers and sis- B. Study of plants and animals ters might have? What are some . Make your own insecticide by soak- habits the younger child would not ing three cigarettes in a pint of want to repeat? water; let it set awhile. then spray it 3. How to, help our parents or older on insects to find out the results brothers and sisters learn about the A resource person from a chemical dangers of smoking company could visit classroom to a. Lessons in tact discuss effects of sprays - - especially b. Taking home completed proj- interesting will be its components ects and explain what student of nicotine learned In study of plants, .y le a What:- c. Encouragesome homo. ork co plant which will invoke parents-, get 27

parents to help explain TV A.Community helpersresource persons to commercials to child; possible help us understand about the hazards of questionnaireto take home smoking for interview 1. Exterminator 2. Fire detective F.Health habits 3. Firemen 1. Things that children should dodo 4. Doctors and nurses eat correctly, do not smoke 5. Physical education instructors 2. What may hamper growth? Why? Smoking curbs appetite and affects B. Clothing unit taste buds 1. People involved in making material 3. Prevention of diseases 2. Reason why somegetde- a. Cigarettes cause diseases such stroyedburnedholesrepairon as cancer, emphysema, bron- clothes and furniture chitis, heart trouble, chronic 3. Protection of clothes and furniture cough;therefore,wisestu- dents will not start smoking C. Farmers b. Why do cigarettes cause dis- 1. What do they raise? eases? 2. Some crops that do not help man 1) Observe"tars"and (tobacco)what could be raised on smokefromcigarette the same land that would help machines(Appendix, man? pages 123-127) 3. Analyzing the cigarette plantvalue 2)Feel heat from cigarette; of it heat is 1623 0 F. when inhaled;comparethis D. Indians with boiling water. Ex- 1. History of the tobacco plantthe plainitparalyzesthe Indian first used it "brooms" or cilia of the 2. How the Indians used tobacco bronchial walls so that 3. How the Indians spread tobacco they can't clean out lungs habit to others 3)Filmstrip on "Get Smart! 4. Corsider where Indians first got Don't Start!" (Appendix, their uses for tobacco page 138) VII. OTHER ACTIVITIES G.Mental health 1. Attitudes toward othersbe consid- A. School parade erate, tactful, not judging others, but be helpful at the same time B. News bulletin board with news ideas on smoking 2. Attitudes toward selfwant to take care of your body to enjoy life; C. Make a notebook with all items about make wise decisions to benefit self smoking saved from each subject matter and your family area for the whole year

H.Science:solids, liquids, and gasesana- D. Make a filmstrip about the things learned lyzeacigarettein the three states. Solidform; liquidtars; gasesthe smoke E. Watchfilmspertainingtograde c h re e"SmokeAnyone"(Appendix, VI. SOCIAL STUDIES page 137) 28

F.Observe filmstrip on third grade level K. "Show and Tell" time to share ideas and (Appendix,page 138), "GetSmart! thoughts about smoking Don't Start!" L. Class to make up questionnaire to use G.Make "Keep Iowa Green" posters for interviewing parents,friends and neighbors about their smoking habits H.Make up crossword. puzzles with words about smoking (Appendix, pages 130- M. Vocabulary chart could be made for 133) work recognition and definition I. Put on plays created for other rooms or for parents N.Play games (Appendix, pages 79, 80) 1. "Fire Engine" J. Make jigsaw puzzles (Appendix,pages 72, 2. "Forest Lookout" 73)* -4,-,71,44fi

FOURTH GRADE UNIT

TEACHER OBJECTIVES

1.To promote awareness of dangers of smoking

2. To help fourth grade children relate their own health to current problems, including smoking

3. To help students analyze the advantages and disadvantages of smoking

4. To encourage students to make a realistic appraisal and a mature judgment about smoking

STUDENT OBJECTIVES

1. To accept personal responsibility for improving and safeguarding one's own health

To become familiar with current scientific information about smoking and its effect on health

3. To use fourth-grade problem solving techniques in studying about smoking and its relation to health

4. To understand the various reasons why people smoke

5. To use reason concerning advertising and its relation to smoking

6. To realize that to smoke or not to smoke is a personal decision

7. To become concerned about the health problems of others around them

8. To understand how this learning unit on smoking can affect health attitudes and behaviors

9. To be able to prove several scientific facts through demonstrations 10. To appreciate and to assist initiation of education of parents and others in the community on the hazards of continued smoking

I. ART

A. Mural of either one phase of learning about smoking or as a culmination

B. Making drawings, cartoons-e.g., "How D. Making puppets-use with skits on smok- people look when they smoke" ing theme

C. Postercontest--intra-roomor E. Findinterestingpictures, create new intra-school titles 29 30

II.LANGUAGE ARTS K. Make up limericks and poems

A. Write editorials for room newspaper LWrite experience stories as a group about 1. Reasons for not smoking field trips, films, or filmstrips observed 2. Why people smoke 3. Why I will or will not smoke M.Make use of puppetswrite scripts and act out B. Hold interviews with school personnel, N. Put on program for parents or other parents, friends, and siblings rooms

C. Have questionnaire for finding informa- 0.Work out crossword puzzles using smok- tion about smoking. Have class decide ing words (Appendii, pages*130-133) what they want to know and chart results P. Dramatize scenes observed in movies, textbooks, or original ideas D. Write essays 1. What I have learned about smoking MATHEMATICS 2.`:.High cost of smoking 3. Why some people smoke A. Re-emphasize the cost of smoking for 4. Will I smoke when I'm an adult? one week, month, and year

E. Make -up catchy slogans to-reveal hazards Bl*Find 'out cost for 10 years, 20 years, 30 of smoking years

F. General discussions C. Cost for 1 or 2 smokers in the family for 1. Be yourselfthink foryourself the same period of time 2. What we know about the cigarette D. See catalogues or ads and see what the habit family could buy for the same amount Analyze advertising and. its effects 3. of money 4. What's an antidote? Cigarette is a product put into mouth which does. . E. Make graphs showing relation of smok- pot have an antidote printed on ing and disease:mortality rates package 5. What is propaganda? Time how longit takes to smoke a a. How isit, usedingetting cigarette and how many extra heart young folks to smoke? beats occur after smoking b. Why do people employ propa-. ganda? G. Count out change in buying cigarettes

G. Collect newspaper articles for show and tell IV. MUSIC H. Use bulletin boards to illustrate articles, essays, and news items A.Make up lyrics to fathiliar melody

I. Collect and compare ads; analyze B. Make up lyrics and music as a group or individually J. Analyze why some athletes endorse smoking C. Listen to "Smokey the Bear" record 31

1. Endurance of musclesis dimin- V. SCIENCE AND HEALTH ished--athletesgenerallydo not smoke Getting along with others A. 2. Nervous system is affectedmust be 1. Think for yourself calm to make wise decisions 2. Don't copy bad habits 3. Understand why people smoke G. Choosing your food and nutrition 4. Set good example for others 1. Smoking coats the taste buds and food does not taste as good B. Safety and you 2. Lack of taste would affect choice 1. Fires in the homeoften caused by of foodpossibly make food too smoker's carelessness salty or spicy for body's good 2. Forest fires 3. Peptic ulcers can be made worse by a. Fire prevention rules smoking b. Destroys property and lives 3. Visit from fire department or visit a H.You and your clothes

fire station . Damage from smoking to clothes 4. Safety posters Have less money for clotheswhen smoking C. Your skinbring out that smoking causes 3. Neatness and smoking--how you lowered skin temperature and stains the look fingers 1. Fighting diseasethe body has more en- D. Your nose and throat durance when a person doesn't smoke 1. Smellgood and bad results and their significance J. Growing up 2. Smoking affects vocal cordsswell- 1. Helping yourself make own deci- ing; could get cancer of the throat sions 2. Findingreasonsfororagainst E. How you growgeneral health smoking 1. Effects of smoking on the lungs 3. See movie on "Huffless,Puffless a. Observesmokingmachine Dragon" (Appendix, page 137) for (Appendix,pages 123-129)and understanding the hazards of smok- record results ing as you grow up b. See filmstrip "I'll Choose the High Road" (Appendix, page K.Projects 138) 1. Make a smoking machine (Appen- 2. Effects of smoking on the heart dix, pages 123-129) a. Analyze what was seen on the 2. Analyze the chemicals in tobacco filmstrip as to the effects of (Appendix, page 122) carbonmonoxide on capil- laries b. Nicotine is harmful because it penetrates mouth lining and VI.SOCIAL STUDIES affects heart 1) Heart beats faster A. Briefly review the associationof smoking 2)Arteriesareconstricted with the Indians or smaller B. Analyze how Iowa is affectedby money F. Your muscles spent on cigarettes 32

VII. OTItEli, ACTIVITIES 1 !. p .1. 4 ,

A. put '?."1, A TV RE9gr,AIT1

B. M4ke. QT9sWQTA

C. PO! 114,1,1,44lg's 93MS7 andother games (AFTPICIP:' Paf 4C1)

44' FIFTH UNIT

TEACHER OBJECTIVES

1. To help fifth grade students relate their own health to current social problems, including smoking

2. To promote an interest on the part of students to discover scientific evidence on smoking for themselves

3. To help students analyze the advantages and disadvantages of smoking

4. To help students define the limits of their own educational approachlearn not to judge others; be able to talk to others objectively in order to avoid antagonizing friends or family

5. To encourage students to make a realistic appraisal and a mature judgment about smoking

6. To acquire the ability to evaluate critically facts versus fiction in present day advertising

7. To recognize the economic and political influences on individual judgments in the use of cigarettes

8. To understand the reasons behind and to abide by local, state, and federal laws and ordinances pertaining to cigarette smoking

STUDENT OBJECTIVES

1. An understanding that good health is to be valued and protected

2. An understanding that good health is essential to be an effective and functioning member of society

3. A realization that maintaining good health often depends on indivudual decision

4. An understanding that wise decisions about one's health depend on knowledge of facts and attitudes toward health hazards and that cigarette smoking is a major health hazard

5. An understanding that people smoke cigarettes for various reasons; many smoke without realizing the threat to their health; many are aware of the threat but choose to disregard it.

6. To learn to evaluate the psychology of advertising in relation to smoking

7. To assume responsibility for making public health problems his own concern

8. To develop the skill of demonstrating the effects of smoking, using several scientific proofs or demonstrations

I. ART

A. Posters 2. Show what cigarette smoking can 1. Showing areas of the body that do to your body if you were to smoking may affect smoke

33 I 34

3. To illustrate slogans C. Nervous system 4. In a smoking contest 1. It is commonly accepted that smok- 5. To illustrate teaching techniques ing unfavorably affects the nervouP, system 2. Tobacco amblyopia, which is a dis- turbance of the vision, is occurring B. Sketches in men between 35 and 55 years of 1. Smokers in the street age 2. Smokers in a restaurant 3. Smokers near a school D. Respiratory system 4. Smokers in a car 5. Other specific smoking scenes 1. Make a filter and watch how it a. Analyze stance of smoker works-analyzeacigarettefilter; b. Use empathy and analyze how decide whether they are effective. the smoker must feel Why not? Why? Why are they so popular? Why are they misleading? C. Cartooni 2. Lungs-cilia are paralyzed by heat; can't clean out lungs D. Make bookmarks on smoking themes 3. Tuberculosis, asthma, pneumonia are all aggravated bysmoking II. HEALTH

A.Mouth and its work 1. Person's appetite is affected-lips, mucous membrane, tongue, gums,III.LANGUAGE ARTS esophagus, pharynx are all affected by cigarette smoke and "tars" A. Reports onthe ,followingsuggested a. Research to locate the part of topics thecigarettewhich affects 1. How smoking affects a person's each part of the body appetite Effects of smoking on the heart and b. How does the smoking affect 2. each? blood vessels a. Heart beats faster while vessels 2. Teeth are constricted. a. Discoloration-checkby ob- serving the teeth of a smoker b. Nicotinepasses through the lining of the mouth, so pipe b. New ideas that heat causes smokers who don't inhale still damage to teeth might be asso- have harmful effects to the ciated with the very hot gas circulatory system that enters the mouth; watch 3. Ingredients in tobacco smoke and for new ideas about this how they affect each part of the B. Circulatory system body How tobacco is prepared for use by 1. Review effect of nicotine on heart 4. and pulse; arteries manufacturer How manufacturers prepare ciga- 2. Microscope work-study cells and 5. see what effect smoke has on them rette tobacco for consumer 3. Also, check paramecium under side 6. Why federal, state, and local gov- and determine effect of smoke bub- ernments are slow to interfere with bled through water advertising of tobacco products 35

B. Research G. Critical analysis History of tobacco industry 1. Advertisements Opposition to the tobacco industry a. Which statements are true? or smoking by: b. Which statements are mislead- a. King James I ing? b. Amarath IV of Turkey c. What sources of information basis of ar- c. Michael III of Russia can you find for d. Modern day activities gument? 1) MaurineNeuberger, d. What could the government do "SmokeScreen," (Ap- about misleading advertising? pendix, page 134) 2. Claims of statisticians 2)Rachel Carson,"Silent . Was it a proper test? Spring" (Appendix, page b. Was the test done under legit- 134) imate conditions? 3. Analyze and reason why they were c. Are the results valid? opposed and why they were not as d. Are the results misleading? effective as they might have been e. Could the results be different? 3. Thefollowingstatementswere found in an 1884 hygiene book for C.Oral reports students.Analyze them tosee 1. Personal stand on the tobacco issue whether they are still true. Check 2. Results of experiments performed why they might be faulty.

D.Dramatization 1. How to refuse a cigarette inpublic a. "The smoke of paper wrap- or private pings is irritating to the lungs, 2. How peoplearepersuadedto and the cigarettes serd more smoke by peers poisonousfumesintothe 3. Dramatize a chain smoker;smoker's delicate air cells than a pipe or cough; someone tryingto quit cigar does." smoking b. "Old cigar stumps are often 4. Puppets or skits for classroom or picked up from the streets and PTA showing smoked or made into ciga- rettes." E. Collect cartoons c. "A boy who uses tobacco runs 1. Newspaper or magazine cartoons; the risk of being dwarfed in removecaptionsandsubstitute body, mind, and soul; -of others suggested by studentsaclue becoming anervous,sickly to student activities man, with a weak memory, 2. Make captions for pictures in news- and a feeble heart." papers 4. Criticallyanalyze the 'results of questionnaires and interviews that F.Surveysanonymous class survey wereconductedwithstudents 1. How many smoke? (smokers and non-smokers) andthe 2. How much? public 3. Where? 4. When? H. Questionnaires 5. Do parents consent? 1. Smokers Why do you smoke? 6. Analyze, chart results a. 36

b. How did you feel the first B. By means of a graph, show how the rate time you smoked? of lung disease has increased over the last c. Why did you continue? thirty years d. Would you like to stop? Why? C. Obtain graphs that are produced by 2. Non-smokers insurance companies and medical asso- a. Why aren't you smoking? ciations and compare them with your b. Did you ever smoke? own graphs and materials c. How did you stop? d. How would youfeeldif- D. Compute the cost of one pack of cig- ferentlynowifyouhad arettes per day for one year, ten years, smoked before? twenty years e. How do you feel about smok- ers? E. Figure the tax on this 3. Chart the results of the question- naire F. Figure what is spent when both parents smoke I. Write creative stories that deal with what was learned through the smoking unit G.Compare costs of cigarettes in other states J. Creative poetry writing H. Use fractions to determine what part of K. Work out class crossword puzzles (Ap- the population' smokes pendix, pages 95-117) I. What part of the population is likely to L. Make a tape recording about what the get lung cancer? Emphysema? Heart class has learned. It may be exchanged trouble? with otherclasses on theintra-inter school basis. M. Locate nicknames of cigarettes

N. Spelling list in notebook 0.Dictionary made of unknown words V.SCIENCE

P. Keep notebook on all information gath- A. Air pollution and itseffect on body ered throughout the year defenses, particularly itseffect on the lungs Q.Writelettersrequestinginformation about tobacco from Departments of B. Composition of different gases inthe air State of the Southern states C. Gases harmful to the bodyand why (carbon monoxide replaces oxygenin blood cells, causing oxygen starvationto the cells); there is carbon monoxide gas IV. MATHEMATICS in the smoke from cigarettes be A. Make graphs comparing the average life D. Principle of a smoking machine may expectancy of a smoker to that of a used to discover air pressure(Appendix, non-smoker page 123) 37

VI. SOCIAL STUDIES 2. Interesting display of substances in tobacco that are harmful to the A. History of tobacco body 1. Columbus and his men introduced 3. Display of cartoons and posters it to Spain 4. Displayof interestingeditorials 2. Success of first colonies dependent written by students on tobacco 3. Slave trade based on tobacco in- B. Room newspaper with occasional smok- dustry ing editorial 4. Success of southern states C. Writing counter-commercials B. Modern industry of tobacco D. Obtain resource persons 1. Southern states 1. Fire captain of local district may be 2. Atlantic Coastal states willing to come and speak to a fifth 3. Economic impact of tobacco in- grade group dustry 2. Check with local doctors who are a. Products interested in effects of smoking to b. Factories come and speak to the students c. Taxes d. Workers E. See filmssuggested one for fifth grade, e. Advertising "Time Pulls the Trigger (Appendix, page 138) C. Make U.S. maplocate and identify areas influenced by the tobacco industry F. Display materials from Resource Agen- cies(Appendix,Pages135,136, D. Research for information in encyclope- 140-142, 144) such as posters, booklets, dias, library cards, reference books on and pamphlets in an interesting manner. smoking Assign reading material from them.

VII. OTHER ACTIVITIES G. Check out books from library on smok- ing and make book report A. Bulletin boards used many ways 1. Post news items H.Games (Appendix, pages 79, 80) SIXTH GRADE UNIT

TEACHER OBJECTIVES

1. To help sixth grade students relate their own health to current socialproblems, including smoking

2. To promote an interest on the part of the students to discover scientificevidence on smoking for themselves; they can analyze the chemical content of tobacco, filters, and the paper

3. To help students analyze the advantages and disadvantages of smoking

4. To help these students define the limits of their own educational approach(learn to be objective and tactful)

5. Evaluate present day advertising in the light of facts

6. To recognize the economic and political influences on individual judgmentsin the use of cigarettes

7. To understand how the tobacco industry influences local, national, andinternational economics

8. To understand the reasons behind and to abide by local, state,and federal laws and ordinances pertaining to cigarette smoking

9. To encourage students to make a realistic appraisal and a maturelodgment about smoking

STUDENT OBJECTIVES

1. He must understand that good health is to be valued and protected

2. The student should understand that good health is essential to be aneffective and functioning member of society

3. The student must decide for himself if and how hemaintains his good health

4. He must understand that wise decisions about one's healthdepend on knowledge of facts and attitudes toward health hazards and that cigarette smoking is a majorhealth hazard.

5. Students should realize that smokers smoke for various reasons; somedo not realize the true hazards; others choose to ignore them

6. Students can become aware of the psychology of advertisingin relation to smoking

7. A student should be willing to assume responsibilityfor making public health problems his own concern

8. He needs several scientific proofs to demonstrate theeffects of smoking; he should be able to prove his theories

38 39

L ART C. Food and the body 1. Food is needed for growth and A. Posters energy a. A digestivesystemcannot B. Enter posterama function efficiently when af- fected oy smoking C. Make diagrams of body systems - -show b. Tasteisdulled,appetite before and after decreases if one smokes 2. Circulatory system D. Make cartoons a. Chemicals get into the blood, causing the blood vessels to contract II. HEALTH b. The heart is stimulated by the nicotine so it beats faster, but A.Growing in mental healthmental health is closely related to physical health it must work harder to make theblood circulate through 1. A person with good mental health the body is apt to feel good physically 1) Nicotine passes through 2. He has energy and knows how to the lining of the mouth use it so no type of smokingis 3. He understands himself safe 4. He knows how to make the most of 2) Make a comparison of his good points heart disease victims who 5. The students that understand them- smoked in comparison to selves practice good health habits to those who did not smoke maintain themselves to the best of c. Carbonmonoxidereplaces their abilities oxygen in hemoglobin, causing 6. Good mental health goes hand in a type of cell starvation hand with maturity and judgment d. High bloodpressureresults 7. Therefore, the wise student will fromtheunevenpressures make a careful study of the tobacco created by smoking industry, advertising, tobacco itself e. Increasingtheheartbeat and what it does to his body; then, lowers theability and per- he will be able to make a wise formance of a persor in athlet- decision to help his body remain at ics the peak of performance 3. Respiratorysystem--cigarettes containchemicalsthatinjure B. Safety during fires mucous membranes liningthe nose, 1. Fires spread with incredible speed. throat, and lungs Does the student have as fast a a. Chronic bronchitis and lung reaction time to act if he smokes? cancer are caused by chemicals 2. Poisonousgasesspreadquickly in cigarette smoke through a burning house b. The cilia are destroyed by the 3. Poisonous gases are also formed in terrificheat inthe smoke; cigarette smoke. What are they? research to find the heat of 4. Smoker carelessnessis the chief smoke in a cigarette-1623° F. cause of fires (check the papers for when inhaled anecdotes on fires and carelessness c. Bodily defenses against colds relative to private and public prop- and sore throats are weakened erty) in smokers 40

d. Laryngeal cancer in men is creased and craving for nic- strictly associated with smok- otine is temporarily relieved ing 1) How is it different from III.LANGUAGE ARTS lung cancer? 2) Why is it such a terrible A. Research disease? 1. Famous persons who died of causes 4. Nervous system--messages of sensa- associated with cigarettes tions such as light, so znd, touch, a. King George VI of England pain, heat, and cold are carried over b. Nat King Cole a network of sensory nerves to the c. Humphrey Bogart spinal cord and the brain; smoking d. Edward R. Murrow affects these nerves e. Walt Disney a. In scientific observations, the 1. Famous persons who have survived directinjection of nicotine cancer possibly causedby smoking into the blood has had the a. John Wayne same effect on the organs as b. Arthur Godfrey smoking c. WilliamGarganlarynx re- b. Nicotineaffectsthenerve moved ganglia where the nerves and 3. Presidents of the present age muscles join; the first effect of a. President Eisenhower he quit nicotine is ..timulation, quick- after his heart attacks ly followed by an opposite b. President Johnson he smoked effect; a slower reaction time his last cigarette on the way to results. The muscles remain in the hospital after a heart at- .good condition but nicotine tack retards nerve impulses from c. Studyhabits of Presidents reaching the muscles (Heart, Kennedy,Hoover,and lungs, eyes, etc.) Truman to see how they rec- c. Nicotine affects the eyes by ognized harmfulness of tobac- causing the pupils to become larger, decreasing eye reflexes co forstronglightandclose vision; a blindness called to- B. Reports bacco amblyopiaisdirectly 1. Personal interviews related to smoking 2. Interviews d. Smokingdepresesmental a. Someone who still smokes activity and reflex responses Why? 1) How would that relate to b. Someone who has stopped students who are going to smoking high school or college? c. Parents 2)A comparison of smokers and non-smokers could Television commercials be done here; how many 1. True or false information about smokers are on the honor smoking roll? the swimming team? 2. Misleading or not when concerned debate team? with smoking e. Smoking gives an attitude of ease and relaxation; reason D. Dramatization blood sugar is temporarily in- 1. Use own imagination 41

2. Saying no to a cigarette 1. Mortality rates 3. A chain smoker 2. Comparison of students on honor 4. A social effect; how non-smokers roll who smoke versus those who are affected do not smoke 3. Heartdisease--smokersversus E. Poems and limericks, slogans non-smokers 4. Results of surveys F. Objective tests of information learned 5. Taxes derived from cigarettes about tobacco smoking and its effect on body C. Cubic and metric measures

G. Subjective tests of attitudes and feelings D. Percentage of population who get lung about smoking cancer

H. Themes E. Fractionshow many victims of lung 1. Why I will or will not smoke cancer smoke? 2. What I think of smoking 3. A case against smoking F. What percentage of population smoke? How this study has been valuable to 4. Predicted percentage of the population me G. that will or may die of smoking-caused 5. Other appropriate ideas diseases? I. Crossword puzzles (Appendix, pages 95- statistics 117) H. Use decimals to picture similar J. Oral reports to correspond with research on different subject matterspertaining 1. Insurance company policies and rates to smoking howdoes non-smoking affectsame policies? K. .Collect cartoons,: make new captions J. Figure out acreageland used for tobac- L. Make appropriate captions on any pic- co growing tures V. SCIENCE M. Critical analysis 1. Advertisements A. Under the heading of atoms and mol- 2. Purpose of tobacco industry ecules: 3. Taxation problem and tobacco I. Two or more elements in chemical 4. Economics and.tobacco industry combination produce a compound. 5. Claims of statistics- -are they reli- This is what happens in the process able? of smoking 2. Tobacco is harmless in the growing but whenitissmoked, IV. MATHEMATICS stage, changes occur: Some of the .compounds in the A.Convert-Centigrade heat of a cigarette to a. Fahrenheit leaf remain in the ash 835°C. at rest equals' b. Otherschangesubstantially 1. and a whole new series ,of 2. 884° C. when air is drawn through it equals compounds is formed c. When smoke enters the mouth B. Graphs and charts the smoke is a concentrated 42

aerosol with millions of par-Central America, and islands tidies per cu. cm. which repre- sents some 500 compounds A.Tobacco is a native plant of America d. According to the British Royal College of Physicians, 16 of B. Cuba is famous for its tobacco these compounds are carcin- ogenic C. Next to sugar, tobacco is Cuba's most valuable crop ) Suggestedactivityhere would be the elementary in Havana and lessononchemical D. Factoriesare located makeupoftobacco other Cuban cities smoke (Appendix, page Tobacco products were imported from 122) E. Cuba. Why not now? 2) An experiment could be performedthatwould show the harmful effect F. U.S. buys more raw tobacco because of Placea high import tax on finished products. on paramecia. of drop of solution contain- Does that explain the high price ing paramecia on a mi- imported cigars? croscope slide. Withlow powerlens,observe G. Paraguay exports tobacco movement of these one- Other South American countries raise celledorganisms.Blow H. smoke from a smoking tobacco for home use device (Appendix, pages 123-129) onthe prep-VII. OTHER ACTIVITIES aration and note effects on the paramecia. A. Using a map of the world, discuss the major areas in the world where tobacco 3)Experiment by using a vacuumtocreate and is grown and produced, particularly the South and Central Americas observe (whole) smoke

4) Research to find out how B. Prepare a bulletin board display showing these chemicals in tobac- the substance 'found in tobacco and the co and smoke combine parts of the body that each affects

B. Wavessound and light 1. X-rayroentgen ray discovered by C. Write a series of 10, 20 or 30 second Wilhelm Roentgen, a German pro- spot announcements that might be used fessor by local radio and TV stations a. Calledx-raybecause"x" denotes the unknown D. Do top athletes smoke? Who? Why not? b. Treatment by x-ray used to cure or retard growth of can- F. Devise a questionnaire to give to fellow cer students, to parents, tastrangers 2. Fluoroscope- -used in direct exam- ination of heart and lungs in action F. Call for resource persons

VI.SOCIAL STUDIES G. Games (Appendix, page 1. SMOKE instead of Bingo Tobacco growing in South America, Mexico, 2. Hangman's Game 43

H. Panel discussions 1. Why young people should not start smoking 2. What are the hazards of smoking? 3. What should the government do to educate about smoking?

I. Debate 1. To smoke or not to smoke 2. Do commercials help the tobacco industry?

J. Write letters

K. Displaypamphlets and periodicals as references for reading material

L. Make jigsaw puzzles out of posters in smoking kit SEVENTH and EIGHTH GRADESUNIT

TEACHERS' OBJECTIVES

1. To understand some of the reasons why peoplesmoke

2. To become acquainted with the scientific facts aboutand the effects of cigarette smoking

3. To accept responsibility for one'sown behavior with regard to smoking

4. To acquire the ability to evaluate critically factsversus fiction in advei hying

5. To recognize the economic, political, and psycho-socialinfluences on individual judgments in theuse of cigarettes

6. To understand the reasons for legislation andto abide by local, tatc and federal laws andordinances pertaining to cigarette smoking

7. To be able to present the factson cigarette smoking objectivelregardless of personal feelingsor the subject or one's own smoking behavior

STUDENTS' OBJECTIVES

1. To understand that good health is to be valuedand protected

2. To understand that good health is essentialto be an effective and functioning member ofsociety

3. To realize that maintaining good health often dependson individltal decisions

4. To gain a knowledge of the scientific facts about theeffects of cigarette smoking

5. To understand that people smoke cigarettes forvarious reasons; many smoke withoutrealizing the threat to their health; and manyare aware of the threat but choose to disregard it

I. ART

A. Draw cartoons D. Picture graphs based on experiments in other classes B. Draw postersintra-class and intra-school contests (possible contestconsult IowaII..FOREIGN LANGUAGE Tuberculosis and Respiratory Disease Association) A. Translate words on posters into foreign language C. Bulletinboardstoattractivelyand interestingly display any smoking and Compose crossword puzzles with words health materials relating to smoking (Appendix, pages 130-133) 44 45

C. Find words that rhyme Scientific American, July 1962) 3. "Reduction in general air pollution D. Compose a dialogueon smoking should reduce the risks of cigarette smoking: but it is necessary for the III. GUIDANCE AND COUNSELING health of the people in Britain that any measures that are practical and A. Plan a debatefor and againstsmoking likelytoproduce a beneficial change in smoking habits sha;: be B. Discussarticles on teen-age smoking. takenpromptly."(.molting and Why does a teenager smoke? Health. S'ununary and Report ot the Royal (.9mg sic ;,I C. Usebookletsandpamphletsfor London on Smoking in Relatitm reportsalso send to parents Cancer of theLung and °flu,. Diseases.19621 D. Discuss fire hazards in relation to smok- ing 4. "Many investigators who liak tried to produce lung cancer in rodents E. Discuss pros and cons of smoking in the byexposing them to tobaLco presence of non-smokers smoke have not succeeded in doing so."( Scien icA ',lyrical'. .1uIN F.Invite a well-known athlete to address 1962) assemblies (a coach mightc ifer practical observations) 5. "We know thatthe numbeiof doctors who smoke has dropped b G. Mental health 607( in the last nine years. s up io how habits are formed; determine the ustotellpeoplethatthisha, differende between "habit" and "addic- happenedand why it's happened." tion"; discuss the psychological aspects (TheMedical World News. Jul' 17. of smoking fromareportbyDr.DeWitt Daughtry of Miami. Florida during H.The following are excerpts from various a meeting o: t11: American Medical publications that can be used to initiate Association) student discussion 1. "Whether the attraction of tobacco 6. "A study of the smoking habits of is based mainly on a pleasure prin- 1,357pregnantwomenin ciple or on its subtle tranquilizing Lancashire, England showed signif- influence,itis wise to remember icant differences inbirth weights that for many persons, breaking the and prematurity rates among babies habit is a neri,,z-wracking experi- born to mothers who smoked cig- ence; indeed, itis one that few arettes compared with non-smoking individuals manage to effect grace- mothers' offspring." The author full ,. "(Science Looks at Smoking" points out that one-fourteenth of by Eric Northrup, Coward-McCann, allbirthswereprematurebut Inc., 1957) one-quarterofalldeaths were 2. "There is no longer any doubt that among the premature. He concludes cigarette smokers have a higher that reducing the proportion of death rate than non-smokers. New newborns in the underweight group biological studies help to explain would favorably influence infant

how tobacco smoke damages lurv, Mortality.(Medical _ Bulletinon heart and other bodytissues.' Tobacco, Winter 1964-65)

Marginal legibility of thispage is due to poor original material,Better eorya not Altai 1bi 46

Suggested films and filmstrips 1. Writelettersto legislators concerning 1. "To Smoke or Not To Smoke" laws on smoking (Appendix, page 139) 2. "Who, Me?" (Appendix, 138) J. Discuss satiresuggested films: 3. "I'll Choose the High Road" (Ap- "Too Tough To Care" and pendix, 138) "Up in Smoke" (Appendix, page 138) Record: Bob Newhart's "Button Down Mind"

K. Develop cartoons, slogans, or limericks about smoking IV. LANGUAGE ARTS L. Write plays and dramatize A. Evaluate newspaper and magazine cig- arette advertising for their appeal to the M. Write editorials for the local newspaper reader N. Write and record a series of one-minute or less spot announcements about some B. Use cigarette ads to determine propagan- da and slant aspect of smoking 0.As a class, attempt to identify misleading C. Place cigarette advertisements on the bulletin board with short thought-pro- tobacco advertising vokingquestionsplacedatrandom among them. Examples might be: P. Listdetrimentaleffects' of smoking omitted by cigarette manufacturers and "Proves What?" advertisers: then prepare radio, news- "What's the gimmick?" paper. and television thinmetcials giving "Status symbol?" thescientificfactson smoking and "How about telling the whole story?" health and disease (e.g., one given now by the Cancer Society) D. To demonstratetheeffectivenessof advertising and how much of an impres- 0.Suggest the student council conduct a sion tobacco ads have made, cut the campaign to disseminate facts on smok- brand names off advertisements and then ing and health (this may be done during determine how many pupils can select home room period or guidance class) the correct brand. Do the same with slogans. Use role-playing in smoking education

L. Write astoryor poem on smoking emphasizing 'he zfleets of smoking on the body, society, etc. V, LIBRARY

F. Coordinate writing with woik done in A. The library should contain an adequate other ;lepartments in the school supply. and variety of cnrrent books and p kills on the subject of smoking G. Write letters to various resource agencies and its relationship to health and disease and companies.for information (Appen- dix, page 144) B. The librai ian should keep the faculty

infcrmed ,on material available for ref- H. Write reports from information gathered erence 47

VI. MUSIC obtain resource person to help with the questionnaires; then tabulate and average A. Discussrelationship of smoking and scores reduced lung capacity D. List the 10 leading tobacco states; figure B. Compose satirical jingles from cigarette how much is produced and the money advertisements return per acre; compare this with other crops produced in the same area*. Do the VII. PHYSICAL EDUCATION same with .the 10 leading countries in tobacco production A. Discuss hoW smoking causes shortage of breath E. Discover the money value of other prod- ucts derived from the tobacco plant B. Show the advantages of a healthy body and useful hf..lits C. Emphasize the effect of smokingon MATHEMATICS, EIGHTH GRADE development of physical skills in daily class work A.Continuation of student survey

D. Should sports establish standards and B. Constructvarious 'graphs (Appendix, restrictions about smoking for those pages 118-121) = participating? '1. Line graphs-: a. Rise in_lung cancer deaths b. Changes in tobacco uses or VIII.A. 14.1ATHSIATICS, SEVENTH GRADE usage . c. Relative death rate from cor- A. Conduct a survey to determine the cost onarydisease of advertising by tobacco companies 2. Bar graphs 1. Determine how much TV time is a. Death rate from all causes used per week on locally-watched b.. .Dailycigarette consumption stations < c. Former smokers, non-smokers. 2,, From a manager of one of the radio present smokers . stations get a rough:estimate on the d. Coronary artery disease cost to tobacco companies for ad- e. Degree of inhalation vertising f. Non-smokers in the city 3. From magazines,determine the g: Lung cancer death rates number of pages of color advertise- ments; get. a. rough:estimate on cost C. Consider how the economy of our 4. After obtaining all the abovere- country is dependent upon the prod- quested information, combine and uction of tobacco- compare to the amount spent on 1. Stock market research for i cure of cancer Gross national product 3. B. Use statistical materialper capitacon- Percentage of "gross. national prod- sumption, etc;; then compare the cost of lid froth tobaccd inddstry smoking to other things 4. Taxes from tobacco sales 5. Budgets 'If C. Formulate own questionnaire and start D. Also consider the adverse effect upon survey, beginning, in the seventh grade the economy of our country because of ana continuing through the eighth grade; the use of tobacco, such as early deaths. 48

cost of medical. research and services, c iity of thelung etc. D. Burn tobacco from cigarettes in test tube and note deposits IX.A. SCIENCE, SEVENTH GRADE E. By means of transparencies, show pro- A. A short neighborhood walk to an area where trees and weeds grow will enable gressive damage to the lungs from cancer students to search for irregular growths Show x-rays of normal, cancerous, and and swellings on,tree trunks,. leaves, and F. forcomparison stems of plant; compare this togrowth emphysemiclungs (actual human lungs, if possible) of cancer cells G. Obtain speakers from various associa- B. Show the film, "From One Cell," and distinguish between normal and can- tions: Cancer, Heart, or Tuberculosis, cerous cells (Appendin, page137) etc. (Appendix, page 136) Obtain' a paramecium to show cilia work- C. Induced plant growths can be produced H. in the laboratory.;.-using a glass rod, a ing; from slaughter house obtain trachea small amount of mixture of 100 parts and bronchial tubesapply charcoal and lanolin to one- part indoleacetic acid is watch cilia sweep, it out; action stops applied to the stem of a young tomato when nicotine and tar are applied plant; results should be apparent in a few hours (enI3rged cells cause the plant to Show how air gets trapped by using bend-away from the area of application) lungs from slaughter house Experithent with animals by putting tar D.Students canexaminepreparedmi- or nicotine on their skin orin their water croscopeslidesto discover the dif- t. ferences between normal and cancerous View normal and cancerous tissue slides cells

Boil cigarettes to make an insecticide Conduct a match test: head a lighted E. match approximately six inches from the lips, blow Determine nicotine content in plants open mouth; without pursing F. it out; stress the fact that patients with advanced emphysema are unable to do G.Study conservation and air-pollution this II.Observe the effects of smoke on plants Develop a vocabulary of- terms used in cove- two plants withplastic bags; use one as a control. Run atube in from a reference to smoking and health smoking machine and watch the effects Discuss the relationship that smoking of smoke on plant growth might have. to the five known general

causes of cancer: , IX.B. SCIENCE, EIGHTH GRADE I. Mechanical- -skin irritation(pipe A. Study of circulatory' and respiratory smokers) systems 2. Chemical,--tars, carcinogens, dusts, carbons (smoke in thelungs) B. Make smoking machine and show tar and 3. Heatrepeated overheating of an nicotine deposits area (tongue. lips. bronchi) 4. Prolonged exposure to the sun C. Discuss effect of smoking on the anat- 5. Exposures to kray or radioisotopes 49

0. _As a culminating activity, have 'pupils D.Discover conflicting beliefs of the first write a paper Europeans who used tobacco on the effects of smoking P. Suggestedfilm: "Beyond Reasonable Doubt" (Appendix, page 137) E. History of the smoking habits of the people; when did cigarettes become pop- ular? X.A. SOCIAL STUDIES, SEVENTH GRADE F.When did the dangers of cigarette smok- A.Collect current public media articles ing become publicized? Discover why about smoking throughout year; discuss them. Arrange a bulletin board of cur- G.Report on the laws of the State of Iowa rent newspaper and magazine articles and the local community that pertain the the sale and use of tobacco B. Using a map of the world discuss the major areas in the world where tobacco H.Use questions for discussionhow the is grown or produced tobacco industry affects the economy of ourcountry.Suggest thefollowing: C. Note imports and exports of tobacco of "Tobacco is a major industry in North various countries. How are their econ- Carolina, andifthis industry were omies related? destroyed, I suspect the total economy of the state would collapse. The result of D.Study the laws of other countries per- such a disaster would, for a time, prob- taining to the sale of tobacco ably be substantially more serious to the people of North Carolina than would the problems generally associated with the X.B. SOCIAL STUDIES, EIGHTH GRADE use of tobacco. Tobacco is animportant commodity to many people and, for A.Examine articles and advertising con- personal reasons, they will be reluctant cerning tobacco smoking over periods of to support the indictment that has been time in history leveledattobacco." ("How can we change attitudes and actions on smok- B. Note when the first tobacco plant was ing?" by Ralph H. Boatman, Ph.D., brought to Europe Conn.Medicine,January1963, 22:16-20) C. Find the definition and derivation of the I. Continue discussion from current event word "nicotine" articles GRADESNINEthrough TWELVE

The express purpose of this booklet is to help teachers presentto students information on smoking and its relationship to physical and mental healthso that these students can become better prepared to make a decision regarding whether to smokeor not to smoke.

Although the following' teaching suggestionsare listed by department, there is some overlapping. Therefore, it is desired that the teacher using this booklet look at all the suggestionsand use those which might be implemented into his particular classrooin unit.

In addition to using some of the suggestions in this booklet, the teachershould continue to be inventive in introducing the smoking theme wherever and whenetrer, posiible, withoutits introduction being detrimental to a lesson's continuity..

TEACHERS' OBJECTIVES

-1. To introduce the subject of smoking either directlyor indiredily so that students may advance toward achieving their objectivei, stated below.

2. To influence attitudes and behavior concerning Cigarette smokingto be consistent with the conclusions drawn from scientific reportson the social, psychological, medical,and economic effects Of cigarette smoking

STUDENTS' OBJECTIVES

1. To become aware of certain effects which the smoker sustains:physical, psychological, and social

2. To explore either in writing or verbally, directlyor indirectly, certain positive or negative attitudes. or feelings the student has about smoking and his choices.of behaviorconcerning smoking I. ARTS AND CRAFTS

A.Design a cigarette package complete with c. "Suckered" by advertising "The cigarettes in this package may be d. Cost of smoking harmful to your health." D. Draw the human figure or parts showing B. t Tsing comic strip characters, or creating cigarettes being used characters, have students lay out a fin- 1. Face with cigarette in the mouth ished comic strip of 4 to 10 frames. Use and the presence of smoke "Smoking is bad" for central theme. 2. Hand holding cigarette, pipe, or C. Poster contest against smoking cigar 1. Use judges E. Analyze magazine and 'newspaper ads on 2. Displaywinningpostersbefore smoking for proper layout and for entire student body psychological approach 3. Themes a. Effects of smoking F.Design a magazine or newspaper ad for b.Social pressures and influences cigarettes 50 51

G.Design a matchbook cover 2. Afterstudentshavetypedthe manuscript, comprehension ques- 1-1. Give instruction on bulletin board dis- tions will be asked and students will play answer in typing 1. Use "Smoking is harmful" as theme 3. Timed writings on smoking material 2. Have students design display and can be given throughout the year. exhibit them in other classes 4. Students can compose letters re- questing material on smoking from I. Request a modern art conception depict- various sources. Carbon copies of ing social status symbols of men and students'letters and answers re- womenlook for cigarette influences ceived may be posted on the bul- letin board. in all probability the II.BUSINESS EDUCATION students will read these before they have an active interest A. General business 5. Start a story on smoking, its harm 1. Discussion on costs involved in and effect, with the first person in smoking and the cost of smoking each row; at the end of one minute one pack of cigarettes a day for a pass to the person behind to contin- year (in the unit on budgets) ue until the entire row has had a 2. The cost of diseases caused by turn smoking,includingmedicalex- penses, disability costs, etc.; insur- D.Office practice ance groups offering a lower rate to In a unit on office etiquette, discuss non-smokers may be discussed in smoking in the office, its effect on work connection with insurance and appearance, and the excessive cost 3. Misleadingadvertisingregarding of cigarettes smokingcouldbe incorporated with the unit on advertising E. Shorthand I and II 4. Bulletin boards displaying smoking 1. Speed dictation on smoking from information could be used in the materials in the kit may be given room 2. Dictate letters ordering smoking in- formation (similar to typewriting B. Business law assignment) 1. Students can research laws of the state in regard to the use of tobac- co, including the use of machines, sale to minors, etc. III. DRAMA 2. Implement a discussion on "Could cigarette ads be banned from TV? Students may assume the roles of individuals Why or why not? What are the legal involved in the following situations implications?" A.A fourteen-year-old student has decided C. Typewriting to tellhis parents (who both smoke 1. Duplicated copies of material from the kit can be used for manuscript cigarettes) and his grandfather (who typewriting assignments; this mate- smokes a pipe) that they should try to rial can also be used for outlining stop smoking projects; students read material and selectthemainpointsfor an B. A gang wants a non-smoker to join them outline for a smoke or try his first cigarette 52

C. A home situation where theson or C. Counselors should capitalize on every daughter announces to his parents that opportunity in individual or small group he/she has begun smoking contacts to encourage positive smoking attitudes in teenagers D. A parent discovers a sonor daughter smoking secretly D. Counselors should consider constructing bulletin boards which have as a basic E. Disciplinary action being taken bya theme: "Why Smoke?" principal against three students who have been caught smoking on the school E. The counseling department could have premises the printing department create simple bookmarkers for distribution to students F. A boy and a girl on a datethe boy is throughout the year attempting to dissuade thegirl from smoking (reverse the roles) HIGH SCHOOL STUDENTS

G.The basketball coach catches his star Whether your dilemma is player smoking where to go to college, what job am I best suited for, IV. FOREIGN LANGUAGE how should I plan my four year high school schedule or should A. Students could be assigned to write I smoke because my friends do, letters of inquiry to the foreignem- feel free to see one of your bassies in the native language asking for school counselors. We are here posters and literature on the smoking to assist our students in any theme problems. B. In making and translating sentences, directly or indirectly allude to the smok- . COMPLIMENTS OF ing theme THE COUNSELING STAFF

V.GUIDANCE AND COUNSELING

A. When an assembly or some othergroupVL is scheduled, invite a physician to school to speak about the effects of smoking: A. "Quiz Bowl"havea mock television social, behavioral, psychological, phys- quiz program. Divide the class intotwo iologicala physicianis suggested be- teams with each team composed ofone cause many youngsters will listen to a half of the class; each team member will doctor when they, won't listen toa prepare three questions and give them to representative of some agency thequizmoderator (teacher);each member will be required toanswer any B. A counselor might makea presentation questions at any time; a record of team toallincomingfreshmen,orsmall and individual scores should be kept; groups of freshmen, about smoking and include questions about smoking itsrelationshipto lowering physical resistance, contracting disease, absentee- Prepare a bulletin board display showing ism, and the possible detrimentaleffect the substances found in tobacco and the all these have on. achievingsuccess in parts of the body that each affects school adversely 53

C. Invitea representative from the fol- open mouth; withoutpursing lips, blow lowing (Appendix, page 136) it out; stress the fact that patientswith 1. American Cancer Society advanced emphysema are unable to do 2. Iowa Tuberculosis and Respiratory this Disease Association J. Pre-plan with a student to stand up in Iowa Heart Association class with an odd object in his mouth 3. such as a carrot or piece of chalk; have 4. A physician students make comment on his appear- ance D. Analyze cigarette advertisements clipped from magazines or taped from radio and television as to their accuracy and the K. Obtain experimenting apparatus from techniques used to attract attention and science department and conduct various to get people to start smoking and/or tat smoking experiments a particular brand L. Place a piece of wool cloth in an area where it can get saturated by cigarette E. After analyzing the advertising of various smoke; bring the cloth into the class- cigarette brands, open several samples to its observe the differences in tobacco tex- room and have each student smell ture, structure and content of filters, odor amount of tobacco, tightness of tobacco M.Using satire, have the students act out as rolled in the paper, etc. various cigarette television commercials F. Discuss why the advertisements about N.Film and filmstrip suggestions for high filter quality are, in reality, an admission school students (Appendix,pages 137- by the cigarette companies that cigarette 138) smoke is harmful 1. "Too Tough To Care" G. A slogan contest, patterned after the 2. "Point of View" above plan, might also be appropriate: 3. "Up in Smoke" suggest satire sayings for local usage such 4. "Beyond Reasonable Doubt" as: I'd rather die than switch; anyone 5. "To Smoke or Not To Smoke" can quitit takes guts to face cancer; save your coupons for your flip-top VII. HOME ECONOMICS casket A. Girls are interested in the social aspect of H. Discuss the relationship that smoking smoking; a panel discussion including might have to the five known general olderstudentleadersconcerning the causes of cancer: social acceptability of smoking might be 1. Mechanicalskinirritation(pipe effective smokers) 2. Chemicaltars, carcinogens, dusts, B. Construct bulletin boards which may carbons (smoke in the lungs) i n fluencsstudents'attitudesabout 3. Heatrepeated overheating of an smoking; topics might include area (tongue, lips, bronchi) 1. The effects of smoking on the lungs 4. Prolonged exposure to the sun 2. How smokingaffectsthetaste 5. Exposurestox-ray or radio-iso- buds, appetite topes 3. Being made a "sucker" by adver- tising I. Conduct a match test: hold a lighted 4. Non-smokerbeing .rcedby match approximately six inches from the "friend" or gang

ti 54

5. The effects of smoking on one's The teacher might have the students social status consider these words from a vocabulary 6. Smoking's effect on one's pock- point of view; what do the words mean? etbook Discussdenotativeandconnotative meanings C. Senior girls have a unit on mother and baby care during which an obstetrician D. Rationality or irrationality of smoking can be invited in to discuss the effects of could be discussed in a logic unit in smoking on the unborn baby and on the relation to.the validity of a generaliza- mother's health tion

D. Show thefilm, "Beyond Reasonable E. For one week use a bulletin board Doubt"; this production deals with the display which illustrates inventiveness in functioning of the heart (Appendix, page constructing a bulletin board prior to a 137) unit on creativity (this could also be used for a unit on propaganda); this should be constructed one week prior to VIII. LANGUAGE ARTS the unit to generate comment; for exam- ple A. Since advertising can constitute a unit on the influence* of propaganda, cigarette ads ina -propaganda' unit would be a suitable method of introducing smoking education;students should be made aware of the advertisers' appealsappeals should be labeled Letters made of 1. Some ads appeal to youth, fresh- cigarettes pinned on ness, buoyancy, etc. What is being board sold in these ads? Discuss this ques- tion fully. Pinned cigarette 2. Some ads appeal to the he-man, butt "rugged individualist" 3. Some ads appeal to loyalty, fidel; Stick figure ity, conformity made of cigamttes

B. Assign persuasive speeches in a speech Consider a debate on the pros and cons unit; the purpose of the speech is to of smoking: "Resolve that the sale of convince peoplenotto smoke; also tobacco and tobacco products be prohib- include speeches to persuade people ited by law because of their harm to either to start or to continue smoking health"; one person could debate both sides C. Word association by means of a spelling test could be used as a springboard for G. Discussion topic: Does smoking cause possiblediscussion of teenattitudes cancer? How often? (This would be toward smoking, e.g.: suitable for a logic unit covering the smoking tobacco generalization and hypothesis concept) cancer addiction H. Creative writing on the topic "Who is noxious chronic kidding whom" in relation to the belief sensations nicotine that ,putting warnings on cigarette pack- addict ages is a deterrent to smokers 55

I. Assignaresearchtopic--"Causes of 2. Why a filter is claimed to be ben- coughingotherthan smoking" (this eficial couldalsobereinforced by health 3. The implications of such advertising classes) S. Discuss how to ask an intelligent ques- J. After discussing what is a "vice" and tion; havetheclass make alistof what is a "virtue," consider the topic "Is relevant questions that can be raised smoking a vice or a virtue?" abouttobacco andhealthandask individuals or groups to research the K. Introducethefilm "Too Tough To "answers" for later class discussions Care" as a pre-discussion of satire in the ninth grade; use the film as an example, T. Have the students list and analyze all the then discuss it (although students may "things they have heard" about the have seen the film already, it could be effects of smoking to assess the validity used again with emphasis on the satirical of such claims; discuss the unreliability nature of the film) (Appendix, page 138) of word-of-mouth evidence as a source of information L. Writepoems on smoking using the haiku form. U. A journalism class could contact the Cancer Society to arrange an interview M. Have the students write a poem on with an emphysema or lung cancer smoke after studying Sandberg's poem patient; this would be good practice in "Fog" interviewing and editing each other's copy N. Have students write a drama on adult vices after a study of morality plays or V. Another interviewing activity would be Puritanism to select certain students to ask their parents or friends the following ques- 0.Have students make up sentences illus- tions (depending upon whether or not trating grammatical errors; the sentences they are smokers) could allude in some way to smoking 1. Smokers (when the teacher is using sentences to a. Why do you smoke? illustrateagrammatical concept, he b. How did you feel the first could utilize the smoking theme) time you smoked? c. Would you really like to stop? P. In a discussion of prejudice, one could etc. draw a parallel by showing that, like the 2. Non-smokers racialproblem,parentpracticesin- a. What are your reasons for not fluence what the child does, e.g., if a smoking? parentsmokes,thechildthinks he Did you ever smoke? should also smoke b. c. If you did smoke, how did you stop? Q. What is the basis of the cliche, "Do as I say, not asI do?" Discuss this in an attempt to broach the smoking theme W. Have reporters interview the following people in regard to their concern for R. Select a comittee of students to observe smoking and health: tobacco ads on television and in mag- 1. A tobacco salesman azines, and attempt to determine: 2. A tobacco advertising executive 1. Why people smoke aparticular 3. A physician brand of cigarettes 4. An athlete 56

5. A person trying to stop smoking rate of one foot per second, how far would it travel in one hour? XI. JOURNALISM B;Use the dimensions of the cigarette to A.Analyze cigarette advertisements clipped depict distances or size, e.g., the length from magazines or taped from radio and of a cigarette is 3-1/2 inches; "a" side is television as to their accuracy and the 4 cigarettes end to end; '"b" side is 5 techniques used to attract attention and cigarettes end to end; "E" angle is 900; to get people to start smoking and /or use find missing sides and angles a particular brand

B. Write a series of one-minute or less spot announcements onthedeleterious effects of smoking that -might be used by local radio-stations C. Calculate the cost of smoking one pack C.Interview smokers and non-smokers and of cigarettes per day for a year, 10 years, write up their views on smoking, cost, 20 years social status, and health D. Draw any size cigarette on the board in D. Respond to the statement, "It is es- chalk; have students .measure the cig- timated that 1,000,000 children now in arette and 'give a ratio of its size' to the school will die of lung cancer" wall or blackboard

X. LIBRARY XII. MUSIC

A.Resource table -- smoking. materials could A.'Consider the effects of smoking on the be .placed on a reference table in the musician library for student browsing 1. Reduced lung capacity affects wind B. Filesfilescontainingpamphletson and brass and vocal musicians by smoking for students' reference will be reducing breath control and breath kept available in the library support needed to perform expertly Excessive smoking produces throat C. Booksavailable books on smoking will irritations for the 'instrumentalist be displayed in the library and refer- by causing delays in tone produc- enced in the card catalog tion,resultingin an inadequate performancelevelandforthe D.Facts on cancermaterials could be made vocalist by impairing the projection available to teachers thrbugh the library of a pure, clear sound 3. Excessive 'smoking may possibly E. Bulletin board displaycould be perma- irritatethe eyes, causing redness nent or change ideas frequently and blurring which may impair vision; this is more apparent to the XI. MATHEMATICS non-smoker surrounded by smoke than'tothesmoker musician A.Use cigarettes in story problems already conditioned to smoke-filled 1. What is the length of an average surroundings cigarette and how many would it Excessive smoking dulls the senses take to make a male? and slows down reactions which 2. If cigarette smoke travels up at the affect the musician by impairing his 57

reading ability and his manual dex- G. Have guest .coaches' give their thoughts terity on the harm of smoking 5. Though applicableinsomein- stances, excessive smoking has not H. Obtain iilms by Rev. Bob Richards from produced notable effects on many General Mills-on -"Sports and Attitude" professionalmusicians; therefore, one cannot draw conclusions on I. If physiCal exams are given in the school them. However, the teacher might for athletics or physical education, have mentionthe many professionals available sample of cancerous lung who have died from lung cancer tissue on display near the attending Nat Cole, etc. physician-

How music teachers might specifically J. Periodically throughout the year, display influence student attitude concerning smoking results such as cancerous tissue, smoking blackened lung; etc.with comments 1. Music teachers may mention that they expect top quality students,XIV. SCIENCE hoping that they are grown up enough and intelligent enough so A.See experiments(Appendix,"pages 123- that they do not need to rely on 1 29) smoking stimuli B. Work with *the art department in regard 2. The intzgrity and character of the to bulletin board displays teacher might influence the stu- dents' actions C. To demonitiate-Cilia action; obtain from aslaughter house freshcilia-bearing XIII. PHYSICAL EDUCATION tissue to show cilia movement; while object is being-transported by cilia, blow A.keepa reading table handy for those smoke oil cilia to show effects of smok- people unable to participate in the activ- ing On- ity for the day; have on hand pamphlets about smoking XV. SOCIAL STUDIES

A.Approachismiiking-generallYthroughout B. Students who must make up class work the yeatin- three manners:- can make reports on tobaccoand smok- ing 1. "Puritan" ,aPprOich4smoking is a fifthy,_odorOus, etc.,.habit C. Display slogans, posters, and bulletin 2. "Face- the -Facts", approachscience board arrangements depicting the athlete says cigarette" smoking-, is hazardous and smoking not mixing to healtiv--. 3."Unccilmon Man!' approachas an D. Test the classes in lung capacity by using indiiidual, do- I .,have. a reason for a vitalor available on loan from ahos- smoking?, pital These ,three4nethiids calf-be, used in the variousiswiat :studies classes- throughout E. Give a brief sketch on conditioning and the year'disowsion of. cigarette smok- how smoking retards it im ma"ay...not applicable .-in-every unit of study -1 F.Invite guest athletes to speak on or perform their skills and to give advice on B. Discussion ,-;y4ittfn and oral reports smoking concernMuthe dependency of areas of 58

the world on tobacco industry incomes 2. What sources of information can be foundfordetermining whether C. Discussion, written and oral reportson statements are true or misleading? the history and importance of tobacco What can the govemment do about and smoking habits in the United States Misleading inforMation or advertis- as compared to certain other countries ing?

D.Discuss and write reports concerning the J. Excerpted below froin several sources breaking down of American conformity are "opinions" which lend themselves to classroom debate; Pregetit the affirmative E. Assign individual or small group research and negative sidei Of the statements; inlegislativeprocesses andpressure individual students may present two groups' concerning- the cigarette "industry side's of the question to the class for reaction F.In current events units, the 'class might I. "The cause of cancer is unknown so use materials from the American Medical how can one- say 'that cigarette Association, Surgeon General's Report, smoking causes lung cancer?" American Cancer Society,- etc. "Not all cigarette smokersor even G.Select students to collect news clippings heavy cigarette smokers develop . lung cancer.," which relate to smoking;'-distrilmiteone to each student or to -pairs of students. 'There is no any doubt that After clippings have been read, discuss cigarette smokers have a higher why so muCk is written on cigarette death rate than non=smokers. New Smoking and # its relation to lungcancer, biological studies help to explain 'heart -diseaSe,; :emphysema, and 'other how tobacco .smoke, damages the diseases: lungs,holt,' andOtherbody , tissues." H.Select small committees. toprepare for "Whether the attraction of tobacco fullclass presentation and discussion is baSed mainly on'a pleasure.prin- factual information and a Plan ofiaction chile or on its subtle tranquilizing on the problem, "Should adults, teens influence; it is wise to remember ::smoke?" :This- committee 'could discuss that fcir many persons, breaking the such topics-as' . -habit -isa nerve - wracking experi- ence; indeed, itis one that few -Whither periOnS who do.not smoke individuals manage to effect grace- :1Oie* the .respect ;and -'friendship of fully." theirgireiS , "One- 'nationals life'Insurance corn; -Whether speaking up' onan issue funk has come out 'with" a 5% develops leadership` "reducticin in -preiniums for thenon- Whether the Courage 'of,Convictions -smoker. Other:insurance companies Is a si ll of maturity are considering plans for redUction in premiums. There isno :basis in -Analyze advertisetheii0 which claiinben- fact that the non-smoker is a better Vfits' tot intoking:ePartiCtilar -brandof 'insurance risk." cigarettei; student's may ~be grail* in 6."The AmericanPublicHealth Sinai committees, and-'eackrcomMittee Association states -that one million may -analyze the advertisement to deter school age .persons today are ex- mine petted to die of lungcancer before 1. Which statements areessentially theY'reach the age-Of seventy. While true and which are' misleading ? the poSsibility of increased lifeex- 59

pectancy through non-smoking has methods. Cigarette advertisingcan little meaning to many people. still thenbeanalyzedto determine this predicted toll of life is one that which of these motivational im- we must not ignore." pulses they appeal to 7. "The very fact that cigaretteman- 2. Secure from books or othersource. ufacturers advertise that one filter lists of propaganda techniques; in- cigarette has less tars and nicotine dicate how these are employed hi in it than another is an admission cigarette advertisements that cigarette smoking is definitely 3. Have a detrimental student or a group of to maintaining good students research the laws regarding health." the sale of tobacco to minors and prepare written or oral reports on K. In an economics unit, conductsurveys to the topics: determine the cost of advertising by tobacco companies "LawsDo They Really Help?" "Does a Law Produce Desired Re- 1. Determine how much TV time is sults--Why or Why Not?" paid for per week on locally- 4. watched stations. Contacta busi- Use the problem-solving approach ness manager from one station to for individual researchon smoking get a rough estimate of the cost of and health this time to tobacco companies a. Collect data on a problem related 2. Determine how much time is paid to smoking; include such facts as:the smoker's for on programs of local radio need for a tension outlet and stations. From a manager of one of the stations, get a rough estimate of the lack of a suitable sub- stitute;rationaleof people this cost to tobacco companies who reject the research find- 3. From within the weekly magazines ings on the ill effects of smok- that come to the homes of the ing; the concept of addiction; students, determine the number of that tobacco smoking is habit pages of color advertisements that forming; that many people are are purchased by cigarette manufac- stilluninformed aboutthe turers. From a business manager of facts regarding the dangers of alocalnewspaper. get a rough smoking; that people feela estimate of what this advertising "need costs to smoke"tofeel 4. After obtaining the above requested sophisticated (a psychologist information, combine it andcom- or psychiatrist may be called pareit with the amount thatis in to explain the effects of spent each year for the research on habit or addiction on an in- a cure for cancer dividualandtheproblems relatedtobreakingsuch L. Independent study and class reports habits) b. Analyze what has been learned 1. Make a study of "Depth Approach" about the problem techniques in advertising basedon motivationalresearch;Vance c. Draw conclusions about why Packard's The Hidden Pcrsuader those who "know better" still (Appendix, page 135) providesa continue to smoke and about useful source for identifying these what this maymean for the students in the class

62 Name

Pink Grey

1"13ambi "Mother! Where are you? Ismell smoke!"

Reynolds School District #7, July 1967. Recommended for Grades 63 Name

Grey

Green

Fire I FireI Careless people made this fire! Reynolds School District #7, July 1967. Recommended for Grades 1<-1 64 Firemen to the Rescue Name .1 amrammr./ v.,'\ Color the "f" pictures ,,,Nred.

,Reynolds School District #7,July 1967.

Recommended for Grades K-1 65 lwaysSmokey's fire AB-C's

areful...

SMOKEY

lovadeis:ft. 04; Recommended for Grades K- U.S. Daportment of Agriculturoforost Sorvice CliFP Coloring Shoot No. 21 .t

ReOorbilieridtd for Gradefic-1" U. Sy Department' of Agriculture, Forest Service COlOtintShire No: 13 Stotcnitesfiy Depaikhonti Y 3 GOVIONNIINT POINTING &riotolos 67

alp" 'MONT

Little firesrun away, Burnupforestseveryday J PLEASE,Dot*PLAY WITH MATCHE

U.S. Department of AgricultureForest Service CFFP Coloring Sheet No. 16 State Forestry Deportment U $ commonalty PRINTING MICR 19111 0-741.549 Recommended for Grades K-1 68

DON'T PLAY WITH MATCHES !

Recommended for Grades K-1 J.S. Deportment of AgricultureForest Service CFFP Coloring Sheet No. 22 State Forestry Department. Draw the pole for the firemanto come DOWN.

Color itgreen. Reynolds School District #71 July 1967 Recommended for Grades K-1 70 Fire Station

After you cut cut the engine and put the firemen in the slots, finish the firehouse as directed below.

Color the firehouse.Cut a slit along the dotted line in the doorway of the firehouse. Cut out windows on'Jhe side.Paste a piece of heavy paper to the back of the entire page, attaching it only at thecorners. Slide the fire engine into the firehouse.

Reynolds School District #7, July, 1967 Recommended for Grades K-1 71 Firefighters

Cut out the fire engineand the firemen. Cut alongthe dotted lines of fire truck:Put the the men in the slot openingson the truck, and theyare ready to be slipped into thefirehouseon the opposite page. cigaretteaway. Throw the

Reynolds School District7,July 1967

Recommended for Grades K-1 72

Puzzle

Cut; paste; color Puzzle 73 Cut; paste; color

\dapted front Ii. S. l'oreq Service. Pecommenti.-.1 1(a C:r isx 74 NAME

Drawacircle around the !etter thatis different in eachrow. Color it red. You will spell thename of something that is not good for people.Put the letters here.

1 RRSR NNNM

3. OCCC HKHH

6. MNMM

7 GCCC

Reynolds School District #7, July 1967 itecommeaded for .Cfades K1 SMOKEY'S FIREA-B-C's 75 (Cutapart; makean a-b-c's poster.)

Careful I Get Always Make 'QUite The Yeir wood, and Valuable On Keepa Be Ever Help Places Save X-ray film No firesexcept Removed from dryleaves, trash. U.S. forests, foruse and enjoyment. Don't Just Zebra wood Woodlands giveus many productsas Lookoutfor fires! Immediately--if firegets away! Forget! Onlyyou can prevent fires. Recommended for Grade 2 76

Name .11111ft

C. Fix these words thewaythe a-b-c'scome'. fire emphysema x-ray disease cancer tobacco lung inhale tar burn air , risk match oxygen smoke .nicotine habit poison

...!

1 2. 3. 4, 5. 6. 7.

A a, 8. 1

Now write all the a-b-c's.

. ": Howmany, are.there? k.# ti

Reynolds School Distri'Ctt.., 196:7. Recommended for Grade 2 77 Name Date Choose the rightword.Drawaline under it. 1. A firemanhasa(bed, red) hat.

2. A (fire, tire)isveryhot.

3. (Broke, Smoke)hurtsyour eyes.

4.A disease makesyou(sick, sack).

5.Air makesafire (turn, burn,barn). 6.Water putsafire (owl,out, oat).

7. Coveryourmouth whenyou(cry,cat, cough).

8. We shouldeat good (food, wood).

Smoking isnot a good (rabbit, habit) forus.

10. Call thefireman firstto (hope, help, have)you stop a fire.

Reynolds School District #7, July 1967. Recommended for Grade 2 78 Find the F's

The .firemen arrived in timeto put out the fire andsave almost everything. How many thingscan you find on page 46 that start with the letter F? Fill in the blanks below withthe right letters.If you see something starting with F and:,havini4. four Letters,put it in a four-letterspace. Name

Da te

ammom =1MD =ft= ww/NE.N

wealmamato ir

4111MilM F

F

Remolds School District #7, My 1967.

Recommended for Grades 2-3 79 GAMES

FIRE ENGINE GAME 6 to 40 players Any play area.There ilItS1 be a starting line and a parallel line about 40 feet distance. Length of line depends on number of children playing.

FORMATION: Small grouPs of players- -Each player has a number.All players stand behind, but near the starting line. One child is the fire chief. The chief is out the side and halfway between. Theremay be as many signals as there are numbered groups. (Groups of four--Each childhas a number) To give a signal the fire chief may clap his hands, count aloud,or jump into the air the desired number of times. At the end he shouts loudly "FIRE." The numbers of thegroup start running when he shouts "FIRE." They must run across fire line and return andcross starting line.If chief calls "GENERAL ALARM!" all the players run. This signal should not he given too frequently.First run- ner is new fire chief.

FIREMEN (Another version of Fire Engine Game) 6 to 30 players Any large play area 2 parallel goal lines 6 to 25 feet long, 40 to 50 feel apart

FORMATION: One player in front of group and rest cf.group stand on line,facing leader. This is the fire chief who stands about 15 feet away from the group. He numbers off thegroup by fours. When he gives the alarm, he cries "FIRE, FIRE STATION NO. 2 (or 1, 3, or 4).All those having the called number run to fire which is the other goal.They touch the line, run back and tag fire chief's hand.. The first player:is the next fire chief:,

FOREST LOOKOUT 15 to 41 players Any large play area

FOR Two circles are formed: outside circle behind inner circle.The outside circle represents fire fightersinside players are trees.

One player is the 1.dooto. lie stands in center of the circle. PROCEDURE: Lookout calls loudly IN THE MOUNTAIN, RUN, RUN, R-U-N!" and at the same time claps his hands.On hearing the last RUN the outside pIaers run around the circle to the right or left--all in the same direction.While the firefighters are running, the Lookout steps in front ofa tree.Runne,'s who see 1 ookout do thib lilamise.Player without a tree becomes a Lookout. Former fighters a,now t 80

HANGMAN'S GAME

Someone thinks of a word or sentence to have the classguess.They put down the blank letters beside a scaffold. The child or children take turnsattempting to guess the words the writer intended. If a child says the wrong letter, part of the body is hungon the scaffold, starting with the head. A correct letter is written in the right spot. The aim of thegame is to hang the player before the word or sentence is completed.

.0.11 Guessed Loners O. .0U. 411011111111M E J 001 AMIN= ONIINION. P ,(DON'T START SMOKING)

SQUIRRELS IN A TREE Players- -any group Space--any play area FOF.MATION: Two-thirds of players make couples--face each other and put handson each other's shoulders., In this manner they form hollow trees.The trees are scattered about the room without definite 'for- mation.. The remaining one-third enter trees is squirrels and stand there. Oneor more. squirrels are Without, a iree house. . A leader, teacher, or classtrate claps bands or blows a whistle.-All squirrels riin'to find new homes. Squirrels may not return to same tree immediately. Those unsuccessful: to find homesmiss a turn and wait their chance with the next signal. At first have only one odd squirrel--later there can be more. Signals should be given in rapid succession. Have trees scattered to promote vigorous running exercise. 81

WordsbyNancyT Musk 151 Teams C.H.eft °key,-Eke Ranger'sFr iehd s NOdert 0 11

Own v,,,,,. &may.. Jai. con it vs.toil.,is Hiesivrel - Pre -tact- ow)41 4. Who hye 3. &ecar;01 att ie hie..0 tales orthe b esth Gurd your firew:th

D.CIalhen jab 3.oop&r:41, Be,t. neur or ver-y r- C. i.e all 4 liei iv-iris

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Tii ihai Id i !I i 11.1 !im HI ui iu 41 I P111 !!!! 85 Old MacDonald

Old MacDonald hada farm, E-I-E-1-0 And on this farm he hadsome woods, E-1-E-1-0 With a chop-chop here, anda chop-chop there Here a chop, therea chop, everywhere a chop-chop Old MacDonald hadsome woods, E-1-E-1-0

Then Old MacDonald lita match, E-1-E-1-0 And he was careless burning trash, E-1-E-1-0 With a spark-spark here, anda spark-spark there Here a spark, there a spark, everywherea spark-spark Old MacDonald burned his woods, E-1-E-1-0

Old MacDonald lita smoke, E-1-E-1-0 And he was careless with his ash, E-I-E-1-0 With a spark -spark here, anda spark-spark there Here a- spark, -theie 'a spark, everywherea .spark-ipark Old MacDonald burned his farm, E-I-E4-0

Now old MacDonald was very sad, E-I-E-1-0 He burned his woods and he burned his farm, E-1-Er-1 -0 With a spark-spark here anda spark-spark there Here a spark, there a spark, everywherea spark-spark Old MacDonald lost it all, E-1-E-1-0.

(Slowly) Through carelessness, he burned it all, E-1-E-1-0 Now, Old MacDonald hasno farm, E-1-E-I-0.

Credits: U. S.Forest Service, verses 1 & 2; Reynolds School District 1i7, verses 3 & 4 86 All Aboard the Forestry Special !

(A Playlet by AIRS. .FRANCIS DOI'D, Halsey, Nebraska)

CAST OF CHARACTF.RS

RANGEll GOODSENSE, Forest Ranger SENSIBLE SAM? Boy ScStit.' FIVE TREE .SPOILERS:,., ."Careless Picnicker" -"Initial Carver" "Souvenir Hunter" /" "Fire Builder" "Thoughtless Smoker" A TREE IMP: "Fire" FOUR SAFETY SPOKES IN THE STEERING WHEEL: "Put-Out Your-Fire" Save-the-Birds" -4-4-Be-Sure Your-Match Isz-Out!' "Don't-Injure-Trees" i'WO PICNICKERS CLUB PASSENGERS SCENE: Optional. A decorated raptor truck, bus, or automobile. maybe used `r the FORESTRY SPECIAL if the playlet is.presentedoutdoors. r

RANGER: This is the FORESTRY SPECIAL, I am the Ranger, you know: We guard the woods from danger And see that the trees can grow. We are bound on an adventure, For a cause both great atid good, We go to look to the welfare Of the country's wealth of %%owl-- .Pine, oak, and hemlock, Art our friends And many more besides: And nothing that harms our forests On the FORESTRY SPECIAL rides. My name is Ranger Goodsense, My helper is Sensible Sam: We guard our woods from dange r, And steer through any jam.

SAM: Yes, Sir!

RANGER: Sam, who's going to the uood- lotlax Are all the passenger:, aboard':

SAM: Not yet, Sir.

RAN(;E11: We leave for the woods in ...tenil onnute:-...

SAM: Yes, Sir!Walls through capped hands.)All aboard that art cowing to the woods. All aboard for a trip to the i. (Fire free Spoilers appear, each wearing placard bearinghis name--cc(' cast of charw- lers.They line up, and sing tlw lull urr iir :1

Marginal legibility of thispage is due to poor original material. Better copy is not available at the time of filming FORESTRY SPECIAL 87

SPOILERS: Five little, mean little tree spoilers we, Just as mean as we can be. We're easily found, We're always around, The traces of our meanness you can see. RANGER: Tree spoilers, hey? Well, in what way? State your aims and occupations. SPOILERS: We are five little tree spoilers. Beware of us! You won't likeus when you know us. FIRST TREE SPOILER:I am the first little tree spoiler.I go along with the picnickers.I love to follow them.I see that there is plenty of garbage and paper left around in the woods.I see that gates are left open, so that the cows and horses get out. I'm so happy when I see tin cans lying under the trees.The only way picnickers can get rid of me is by cleaning up, but they seldom do, so I'm safe.

SECOND TREE SPOILER:I am the second tree spoiler.Sometimes I'm the companion of the first so we're pals. I live in the pocket of the person who loves to carry a knife to carve his initials.I love to see them carved on tree trunks. They make rough places and doors through which insects can enter the living wood, and how I love to hurta tree. The more initials I see carved in a day, the happier I am. It is said of such initial' carvers, "Fools' names like their faces are often seen in public places," but they're the kind of people I like. Long live the initial carver! THIRD TREE SPOILER:I am the third little tree spoiler.I lead the souvenir hunter.I make him see bright leaves on the tip-top branches.I force him to climb the tree for a bird's nest. The limb breaks sometimes, but that only makes me laugh.I see that he pulls the flowers by the roots and strips the bark from the trees. Sometimes Isee that he chops down a whole tree just for fun. That makes me happier than anything. FOURTH TREE SPOILER:I am the fourth little tree spoiler.I go with the camper.I watch closely while he builds a campfire.Then, when he leaves, I make him forget to put it out.I fan the sparks into flames and the forest is destroyed.How I love to see the trees turned to horrible black stumps. Ah! Sometimes my work stretches for miles. It's great fun! FIFTH TREE SPOILER:I am the fifth little tree spoiler.I'm the one who goes with the careless smoker. I'm quite a close friend of the Fourth Tree Spoiler. We get along well together. I make him drop burning cigarette stubs near dry grass or fallen twigs, and when the fire starts I jump up and down and laugh. I'm really fond of the fool who throws away a cigarette stub without seeing that it's out. He helps me in my work. FIVE TREE SPOILERSWe are five little tree spoilers.Beware of us! You will not like us when you IN UNISON: know us! (All attempt to enter FORESTRY SPECIAL.) RANGER: You rascals, boasting of the evil you do. Sam, what shall we do with them?

SAM: Throw them out, Sir.

RANGER: Very good.(Sam and two picnickers throw them onl.) 88 FORESTRY SPECIAL

RANGER: I am the Forest Ranger! My helper is Boy Scout (Sam) We guard our woods from danger, And steer through any jam.

SAM: Yes, Sir! RANGER Are all the passengers aboard, Sam? SAM: Not yet, Sir! RANGER: We leave for the woods in ten minutes.

SAM:, Yes; Sir! All aboard that are coming. All aboard fora trip to the woods. (Tree Imp Comes up, and attempts to get into FORESTRY SPECIAL.) TREE IMP: I am a tree imp, beware of me, You won't like me when you know me! Hello, Mr. Forester! YOU know me, and I knowyou, for many a heated chase have we given each other.I am the worst little imp. known to the forest; I AM FOREST FIRE. True, I can not get loose unless Careless Manor Angry Nature sets me free by kindling fire or dropping a match. But when I do get startedit is hard to catch and kill me.I di) a lot of damage in the woods each year, and if it were not for the Forest Ranger, I would wave my red flag over all green trees and turn the land all black and bare. Gee, whata good time I would have! (Attempts to enter 'FORESTRY SPECIAL.) RANGER: You little mischief-maker! How dare you brag aboutyour wicked deeds! Sam, what shall we do with him?

SAM: Throw him out, Sir RANGER: Very good.(Sam and picnickers throwcasting the fire imp cut withpar- ticular gusto.) RANGER: I am the Forest Ranger, My helper is Boy Scout (Sam) We guard our woods from danger And steer through any jam. RANGER: Are all the passengers aboard?

SAM: Not yet, Sir. RANGER; We leave for the Woods in five minutes.

SAM: Yes, Sir! All aboard that are coming! All aboard fora big trio to the woods!

(Enter SteeringWheel Safely Spokes, each carrying placard bearing hisname-- see cast of characters.)

SAFETY Four little safety spokes are we, SPOKES; Sent by Mother Nature. See! if you will obey us, You'll :tot have to pray us To spot the imps that harm the tree.

*O. 89 FORESTRY SPECIAL

Oh, Forest Ranger!Mother Nature knows that you steer the FORESTRY SPEC- IAL.She has sent, you this steering wheel so that your trip may be safe and your outing successful. (Ranger puts wheel in place. ) FIRST At our camp I built a fire, SAFETY SPOKE: And I built it in the wood, The trees all said:"Ili will not burn us. At putting campfires out he's good."

SECOND . Once.a, mean boy took his rifle,. SAFETY SPOKE: And the birds all flew away, For they thought that he would trifle With their lives, the usual way. t But I know that birds have uses, To their habits I'm not strange, I know they check insect abuses That in trees make such sad change.

THIRD I'm the one 'who's wise'and plucky, SAFETY SPOKE:I cause never a fire, 'tis true. When my match has done its duty I break it carefully in two.

FOURTH If your conscience does your guiding, SAFETY SPOKE: And Dame Nature you would please; If you're thoughtful, law-abiding, You'll not strip or girdle trees.

RANGER: Thank you! Thank you all! Now I know thatour trip will.be successful. Sam, give the last call for the passengers.

ti SAM: Yes, Sir! All aboard. All aboard 'for.'tile bigtrip to the woods.

RANGER: All ready?

SAM: Yes, Sir!

RANGER: LET'S GO!

. (All picnickers enter FORESTRY SPECIAL and sing to the tune of "Sailing"--)

CHORUS: Riding, Riding, into the woods so deep. And many and many a mile we'll ride, e'er we come home to sleep. Riding,. Riding, to forested slope and peak, Riding to keep the forest safe; the wealth of the woods we seek,

UNITED STATES DEPARTMENT OF AGRICULTURE Forest Service Washington, 1). C. Revised 1963 90 Mr. Tobacco On Trial * Characters:

Judge , Prosecuting Attorney Jury (Class) Bailiff Defense Attorney Defendant Two Policemen Witness (what do you know about tobacco?) Witness (what does tobacco do to the body?) Witness (confirmed the above) Doctor (portray famous cancer specialist) tells aboutsmoking and lung cancer Witnesses for the defendant

. - Each one in the class has an assignment. Aftertwo weeks they report to the.class. Instead of giving reports, put tobacco on trial. Have the prosecutingwitnesses present factual informationcon- cerning tobacco. The witnesses for the defense should present materialin favor of tobacco. The two attorneys should sum up the evidence, and thecase be sent to 'the jury.Tobacco is then sentencedor released.

*Page 63, SMOKING AND HEALTH GUIDE, Superintendent of PublicInstruction,. Olympia, Washington

MIMENTICS OR FINGER PLAY

"FLUFFY AND PUFFY SAVE THE DAY" There were two little squirrels with nothing to do Fluffy was not happy and Buffy was blue "rknow '" said Biiffy; "Let'slockfor cigarettes on the dry foreit floor And be junior forest rangers and the forest explore." And so they joined hands and away they didscamper To check picnic places and homes ofcampers. "Look," said Fluffy, "Here's a cigarette spark. i wonder who is smoking Endangering our park?" , They stamped and stamped And would not retire Until they prevented a big Forest Fire Then back to their homes with nothingas pay Happy to know they had just saved the day.

Created by the Teacher's Curriculum Guide Committee Smokey and the Careless Campers 91 NANCY T. SMUCK

NARRATOR: It is a summer morning and the sun is climbing up the sky from under its blanket of dark green hills. The forest animals and birds are coming out of their burrows and nests to greet the bright new day. Let's watch and see what's happening. Over there in a big maple tree two robins are having a bit of an argument.

MRS. ROBIN: Wake up, Mr. Robin.It's time to get busy.

MR. R0i3IN: Busy doing what?

MRS. ROBIN: Busy getting twigs and leaves for our nest.

MR. ROBIN: Oh, I thought you meant something more important.

MRS. ROBIN: What's more important than building a home for your children? Now go on. (Push- es Mr. Robin out of nest.) Shake your lazy wings and get busy.

MR. ROBIN: (Looks back up and shakes his head.)Sometimes I wish you weren't such an early bird.

MRS. ROBIN: Robin!

MR. ROBIN: Sorry. I'm going, but first I'm going to get some breakfast. (Mr. Robin leaves and Mrs. Robin hops about gathering twigs and leaves for their uncom- pleted nest.) SQUIRREL: (Squirrel enters carrying a large nut.He turns it over and over in his paws and then pretends to crack it and eat*.Every so often he stops and listens, and then goes on eating.) What a morning!(Looks all around,) Not a cloud in the sky. What a day for storing nuts!I'd better find a storage bin in one of these trees.(Scampers be- hind a tree.) RABBIT: (Hops on stage, wiggles nose, and flops ears.He stops to nibble grass, listens when deer poke their heads out from behind some bushes.The rabbit jumps and then hops off to hide.) FIRST DEER: I think we've used up all of the food here. Let's go look in another place.

SECOND DEER: If only those campers hadn't caused such a bad fire last year, we'd have more plac- es to get food right now.

FIRST DEER: How can people make such messes and be so careless?

BLUE JAY: (Comes in, terribly upset.) Wake up, you lazy wood folk, and pop right out of bed. There is danger in the forest--the kind that we all dread.Ohhh, dear,oh dear, ohhhh dear!

MRS. ROBIN: (Hops down and comes to blue jay, and other animals gather around him.) We are awake, Blue Jay. What are you so excited about? (Mr. Robin returns with others.) BLUE JAY: It's really most alarming, and I'm in such a state. I'm so upset. We must do some- thing before it's too late.

SQUIRREL: Calm yourself and tell us what you are talking about.

BLUE JAY: They're here again! 92 SMOKEY AND THE CARELESS CAMPERS

. FIRST DEER: Who here ?:

BLUE JAY: Those awful people.I mean people like the careless ones that camelast year.

SECOND DEER: You mean there are some careless campersin.the forest? BLUE JAY: Yes, yes! Ohhhh, what shall wedo?

MRS. ROBIN: We have to think of something.

SECOND DEER: Let's make so much noise we'll frightenthem away. BLUE JAY: That might work.

SQUIRREL: I could throw nuts on top of thftir heads.

MRS. ROBIN: Don't be rediculous. That won't work. Weneed help. MR. ROBIN: I know. I'll get Smokey. BLUE JAY: I should have done that right away. late. MR. ROBIN: Yes, we better get Smokey before it's too ,

MRS. AOBIN: Hurry, Mr. Robin, go get Smokey. Hurry,hurry, hurry! (Size pushes him , . across the stage.) , MR. ROBIN: I'm going. I'm going. (Mr.Robin goes off stage, left, and the animalshide as sounds of campers canbe heard off stage, right.) . NARRATOR: Just as Blue Jay 'said, there-are- somecareless campers in the forest and here they come. With them is one camperwho knows the right thing to do, but, as you will discover, no one pays any attention tohim.

EDDIE: This looks like a good place to camp. PETE: Ye*, it looks like someone has used this spotbefore.

CARL: Let's get a fire going and fix something toeat:,.Boy, am I hungry! before breakfast on a hot JOHN: So am I.Whoever had the idea of elim16'',g way up-here summer morning?

EDDIE: Poor Johnnie didn't get his beauty sleep.Let's-get a fire going. I'm hungry. PETE: Don't you' think we oteilit.to.pitch our tentand find a safe place for our fire before we fix our food?

CARL: Well, if someone else has used this spot,it's good enough for me. PETE: Yes, but look at all these dryneedles, twigs, and leaves. Campers and picnickers are supposed to clear theground all the way down to the -soil before starting a ,campfire.(Goes about business of clearing theground.)

JOHN: What a fussy camper. You sound like a worrybird to me. PETE: You ought to move the firethis way a little, too. You're too close to thatfallen tree. 93 SMOKEY AND THE CARELESS CAMPERS

CARL: Boy, would you listen to him. Where did you get all of these bright ideas? PETE: Awl quit it, boys.I know a ranger and he says you should always build a small fire and never build any fire right under a tree or against a fallen tree.

EDDIE: Let's stop the lecture. This place looks OK to me.

CARL: Sure, all we want is a fire to fry a few eggs and some bacon.

JOHN: And roast marshmallows.

EDDIE: Yes, and roast - -do WHAT?

JOHN: Roast marshmallows.

EDDIE: For breakfast?

JOHN: Sure, why not?(Starts breaking down branches of young trees. They won't break; so lie pulls them up, roots and all.) PETE: Watch what you're doing! I't all right to use what wood you need, but don't destroy little trees that way.

JOHN.. Don't be so picky!(In the meantime Eddie and Carl have finished building an imitation' fire and begin opening cans of juice, packages of rolls, etc. They throw all of the cans, wrappers, etc.,in every direction.)

EDDIE: I'm stuffed. I don't care what the rest of you fellows do, but I'm going to get some sleep. (He lies down with his head on a rolled-up sleeping bag.)

JOHN: Now who's taking his beauty sleep? I'm going to roast these marshmallows. (Goes about business of roasting as Carl finishes cooking eggs in a frying pan.)

CARL: Marshmallows for breakfast.That's awful.Well, you go right ahead with your sticky stuff. I'm going to join Eddie.(Rolls out bag and flops on his stom- ach. ) PETE: Look out! That marshmallow is on fire!

JOHN: Sure, that's the way I like them. The blacker the better. (Waves stick around in the air.) This one looks a little too black. Oh, well--.(Throws the whole thing toward the back of the stage.) Move over, Sleeping Beauty. (Tries to put his head on Eddie's sleeping bag.)

EDDIE: Hey, quit that! Go get your own sleeping bag. (John goes over tohis own sleeping bag and settles himself.)

BLUE JAY: Look! That stick is still on fire !(Other animals creep out to look at the stick.)

SQUIRREL: I'd try to put it out, but I'm scared!

MRS. ROBIN: Oh, if Mr. Robin would only come with Smokey!

FIRST DEER: Here he comes. What if he couldn't find Smokey!

MR. ROBIN: (All out of breath.) What a hunt I've had.I thought I'd never find him. 94 SMOKEY AND THE CARELESS CAMPERS

SMOKEY: It looks as though I got here just in time.There's a stick smoldering over there. Would you look at this mess. What campers! (Goes over and stamps on flanling stick and surrounding area.He picks SMOKEY: up stick and brings it over and lays it on the campfire.) Just wait until these fellows wake up.I'll have elev., things to say to them.They ought not to be sleeping when they are endangering the liveS of others.Grrrrrrrrr, wake up, careless campers!(Shakes Carl by the foot.) CARL: (Raises himself slowly and looks in amazement at Smokey.He rubs his eyes and then shakes John.) Hey, wake up! Wake up! Bear! Bear! JOHN: What's the matter? Why don't you let a fellow--. (Pauses when he sees Smok- ey.) Do you see what I see, or did I eat toomany marshmallows?Eddie, Pete, wake up. SMOKEY: (As the others sit up and look at Smokey--.) It's time you all woke up to what you're doing.If I hadn't come by just now, that burning marshmallow stick could have endangered your life and that of all the animals, trees, and people in the forest. When trees are destroyed, rain washes away topsoil. Tree roots help nre- vent river and stream banks from washing into and muddying the water. JOHN: I'm sorry, Smokey.It's mostly my fault.. Pete tried to tell us to pick a safe site for a campfire.I know it was crazy to throw that flaming stick. EDDIE: Come on, fellows, let's start cleaning up the place. Wow, when I think what might have happened!(All four campers start cleaning up the campsite.) PETE: Thank' you; Smokey.

NARRATOR: 'When you and your family go camping, remember to build safe fires. Always be 'sure your fire is out -- dead - out - -before you leave it. Keep your fires small. Keep your camp clean, both for yourself and the campers who follow you.

Entire cast assembles to sing one of the Smokey Bear songs included in this unit. We suggest you ditto the words so that the audience as well as the cast may join in the songs. Name 95

ABOUT SMOKING!

1...... is notagood thing to do.

2. The, _haspoisons in it. 3.It isvery _foryourbody. 4.It isahard_. . . .to stop.

Reynolds School District7, July 1967. Recommended for Grade 1 96 Name Date ,

MIX-UPI

Canyoumake words out of these letters? Try it.

1.efir

2.rta

3. gosm

4.kihbi

. ksemo

itt.holds School I)tstif:t 1111,,, 1%7. Recommended for. Cade I Name Date 97

STACK THE BLOCKS!

1.Is smoking good for you?

2. Something harmful in cigarettesmoke.

3. Be careful with Do not leave ituntil it is out.

4. Smoking becomesa 5. Our friend is the bear. Hewassaved fromabig forest fire.

The circles showachoiceyouwill have to make: whether.or not youwill

Reynolds School District #7,July 1967. Recommended for Grade 2 98 A HABIT THAT IS VERYHARMFULt

Across 1.Y.ou. with your nose. 7.. Cigarettes are made of .a. T. When to start smoking 6..Sbmething harmful in the .smoke

Down 1".. To. is very harmful toyour body. Take. good of your health.. of a pack of cigarettes. is 25g. 7. Something to smoke

":31c *-* * *"* 21c * . * 31041: * **** ***, ** ** * * * * * ** *4 * ** ** ** **. * * * *** * *' *. * , * *- * * * 41' ** * **** * *.* * 1 ***

* *n** ** *. *** * ' **:*,340f. "* ** ** * 4 *-*'''. * * * 4.** * J **"' 1* ".' :**** 1 **4r 3:. 6 ** * ilimmImr * ** ;4"*". * * *" * * *. *C' * * ** ** ***-'*-* * *4*-5. *. * ** ** ** )* * , * ** * * *.**, * * ** ** *. *. se*,;;*. 46.***....amoonm,-.******' **** *4t 4-* 314*****310* *, *** *%*.**

Reynolds Sehbol District #7,.July 19k.'. Recommended for Cri 4.? 99 DANGER!

Across 1. A habit harmful to your health heart 3. Something harmful in the smoke 5. Fatal disease usually caused by cigarette smoking chest 6. A mixture of smoke and fog 7.Part of body speeded up by smoking tobacco tar

Down inhale 2. Cigarettes are made of . 4. What do you do when you smoke? smoking 5. Your lungs are in your . cancer

smog

6

Reynolds School District #7,July 1967. Recommended for Grade 2 , ,.....',4-----g--m".`kr 'H -", ".5.7,4Mb7,7- T-...ga-N,,Mr.",b-w"M..br ,

100 Secret Code

Name Date

AB CDE F 3 6 9 12 15 1.8 21 24 27 30 33 36

Q R S T U .V W -X 39. 42 -45 51 54 57 60 63 66 69 72

Y Z 75 78

Messages

1, 39 3 42 75 18 27 54 15 57 3 54 15

9 3 63 57 15 12 6 75 9 3 54 15 36 15 57 57

7 39 4533 15 5457

6024 15 54 15 2 54 15 T1-3. 45 27 57 45 42 57

-2742 9 27 21 3 54 15 6060 16 17 111 -45- 13-

Reynolds School District #7, July 1967 Recommended for Grade 2 101 Name Date.

SCRAMBLED EGGS that are notgood for you. The big letter will come first. 1. op oO 2. 01 IT IMIN MOW SEM=

3. 1111111111111 =MEIN ra)) .1111M0 41111111111

111111111111. COMM WNW* OININNID

7.

8. 11101111111 MINIMS el1101111

9. ® W.10111111 10. CD CO

Scrambleyourfirst name!

Reynolds School District #7,July, 1967 Recommended for Grades 2-3 .102 A BAD HABIT!

ACROSS DOWN 1.Using thiscan ruin your lungs 1.Smoking will your money and 3. One hat your life 8.Opposite of off 2. Nickname fora cigarette 11.Opposite ofyes 4. Something 12.I will go you do over and over again the store 5. Something harmfulin smoke 13.l will to keep good health 6. The number,thatcomes after nine 16.It comes from fire 7. Opposite of bottom 17. A has 20 cigarettes 9. Smoking is . a good habit 10. To let out air 14. Smoking isa. to your life 15. Smoke isvery

2 S 8 9

/ 3 4 6

1 7 10

'11

13 / 15

16

Reynolds SchoolDistrict #7, July1967. Recommended for Grades2-3 NAME 103 No Smoking Please I

./ 1 2 3

4

6 DOWN

2. Get ; 11111=110 don't start. 3. Youcan people that smoking Funs yourTags.

ACROSS

1. My father asmoker, but he stopped:" 4. To is reallyvery hariFilto you. 5. Smoke has in it. 6. It is hard to this habit.

Reynolds School District #7,July 1967. Recommended for Grades 2-3 104 Name Date

TOBACCO

The tobacco plantgrowsfroma It has flowers. SODDED GOMM= INDIO -

The areused to make cigarettes.

They have poisons in them thatcanharmour

WWWWI w1= MEOWED

Drawatobacco plant growingin this flowerpot. Show thestern, leaves, flowers, and buds. Color if.

Reynolds School District #7 July, 1967 Recommended for Grades 2-3

NIr 105 WHAT MESSAGES DO THE MISSING LETTERSTELL?

1. DI EASES AD ICTION

ALIGNANCY C NCER

P !SONS !COME

SMO E COU H

HAB T MPHYSEMA

ARSE IC NE VOUSNESS

AS ES MOG

2.LUN S A DICT

MPHYSEMA SM G

NICO INE BE IGN

FIL ERS MUCU

ONOXIDE

G SES DE TRUCTION OF CELLS CO ONARY HABI S OBACCO C NCER

CH ONIC

ARS

I

MOIMIMMI, MIN..M.M.

Reynolds School District 07, My 1967 Recommended for Grades 3-4 106 HELP, FIRE!

ACROSS DOWN

4.Small axe firemen use 1.Man whose job is putting out fires 8.Firetruck 2.Used to put out fires 9,Firemen on the truck 3.A fireman is sometimes called a 10.A common cause of fire fire 12.A fireman's job is (risky) 5.Water comes through the 14. the Fire Station first! 6.A fire causes (worry, 15.Large group of people bother) 19.Something to smoke 7.Indians smoked a 20.A fire! 11.Used for climbing 21.it can destroy all we have. 13.A sure sign of fire 22.Noise mode by fire bell 15.Head of fire department is the 23.To get out 16.A fireman must be 17.Horn on fire truck 18.Call for 20.Fires

6

4 10

11 er

A r A 12 13 14

16

1 17 18

20 21

19

2

22

Reynolds School District #7, July 1967 Recommended for Grades 3-4 107 WORDS THAT BEGIN WITH"C"

ACROSS DOWN

1.Kind of puzzle this is 1.Disease usually caused by smoking 3.The of a pack of cigarettes 2.Radio or T.V. ad is 25. 3.Red is a 5.Automobile 4.Crazy drug 6.Good house pet 5.Cardboard container 7.Stogie 9.Bigger, brown device to smoke 8.Habit forming device used in smoking 10.Prickly kind of plant °.Girl's name 11.Wire rope 1.To get around on hands and knees 12.Not hot 11.What a baby says 13.Hair-like brooms that clean air we 13.Pack your suit for the trip. breathe 14.Our body is made of millions of these. 15.Person who prepares food 16.A big alpha bet letter is a 16.Girl's name 17.A yellow vegetable 19.Kind of fish ;8.Contraction for can not 4 19.Metal container

12

11

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ANNIIMMIla 1!1 114 15 19

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S.thool Divrrict =7, July 1967. Recommended for Grade 4 108 CONSERVATION!

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Reynolds School District #7, July 1967 Recommended for Grades 4-5 CONSERVATION! 109

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1.It is fun to plan a 1. Colorless vapor 3. Things that burn in a forest 2. What cows say 6. Bone which holds ourteeth 3. You study hard to pots it 8. A sure sign of fire 4. A group of persons 9. To drink by small amounts 5. Frozen rain 10. An exclamation 7. Color of a cigarette 11. Nothing 12. A cat is a good 12. Use to change thecolor 13. Lunchtime 14. Ocean 16. Smoking is a harmful . 17. Destruction 15. .Lakes are full of wildlife-and 18. To use wisely--not wasting 19. Where there are trees, 22. Abbreviation for "cost,insurance, campers freight" 20. Cough and chest pain are 25. Tool for chopping wood of illness 21. Relaxing and games and sports 26. Male offspring caused by smoking 27. Pronoun for girl 22. Fatal disease usually cigarettes 28. To feet remorse 23. Cotton ends on smoke 24. Metal container 29. Something harmful in cigarette to your life 31. Tuna, salmon and cod are- 30. Smoking is a 31. Nickname for a cigarette 33.Nicknamefor advertisement 35.* Used to catch something 32. Thoughts 40. busyl 34. 20 cigarettes come in a 42. Breathed* in 36. A nurse 43. A harmful habit 37. What the villain said 44. One 38. To breathe rapidly 46. Abbreviation for activeingredient 39. Being scared 47. Rubber casing on wheel 41. Boy's name 45. To lose your life

Reynolds School District #7, July 1967. O I N : N \ A \N . & X \ \ .\\\ '. a di \ . /11 ! . 'k.',, , . .. , N . \, , X N 4 \ \. 111 HEALTH, TOBACCO CORRELATION CROSSWORD PUZZLE

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1.Review, study 2.Pronoun 5, minute hairs in alveoli 3.to harvest 9. Pronoun, neuter 4. Belongs to other one 12.Per 5. Body system; heart, blood 13. take out of food 6.Pronoun 14, temporary custom 7.inclined 16. Many 8. verb to be 18.Prettier 9. maybe 20. Make angry 10. Odorous liquid gotten through distilla- 22. to break tion of organic material 25. Disease caused by smoking 11,therefore 28. Mixture of compounds in air 13.:s 30. Prefix for in 15.Body system that handles utilization of 31. either food 32. temporary peace offering 16. Not more 34. haul into court 17. To make believe 35. damages; injuries 18. To gain favor by flattery 36, disease of lungs 19. The limit of one's strength 40. form of to be 21.Sixth tone on the scale 42. plague, annoy 23.Prefix meaning not 46.just about nothing 24,infinitive 47. either 26. One that excels at something 48. air passage 27. a male sheep 49. China 29. bottom of feet 50. What people take from a cigarette 33. force something by impact 52. to be born; feminine name 35a. Open 53. Smells 37. Dig into wet, marshy soil 54. Abbreviation for Every Non-Smoker 38. Tobacco is one Order 39.Earth, ground 56. Exclamation 40. Frozen water 58, Not out 41. Pronoun for a female 60. Now; this day 43.Final 62. Body system pertaining to brain 44. Much about nothing; turmoil 65. Go ahead; not pull 45. Open wounds 68. Contraction for I would 51. well 70.to make 55. glands 71. regret 56a.Female (pronoun) 72. method of travel 57. Sticky substance created by membranes 73. ancient god of Egypt 59. Mixture of gases 74. to immerse 61. evades issues 75. short period of time 63.Liquor from molasses 78. Must do to find information 64. Vessel that carries blood to the heart 80. a narcotic substance 65. Free f,om taint 83. to restore to health 66. One who uses 86. air passage on face 67.Past tense of have 87. to mike a mistake 69. Nickname for father 88. a single unit 76. To notice 89. Pronoun for yourself 77. Aromatic drinks made from leaves 91. The burden of physical or mental 79.prepares oneself for action distress 81.Eggs of a fish still in a membrane 92, relate 1 to the body senses also 82.Abbr. for United Nations Service 93. a part of speech 84. Make a living with difficulty 85, Not high Remo!ds School Di.trtct r7, Itt1 1907 90.two vow,Is Recommended for Grades 5-6 112 TOBACCO DAZE!

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114ynolds School District #7, July 1967 Recommended fcir Grades 5-6 TOBACCO DAZE! 113

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1.He was saved from a forest fire 2.short word that means alright 2.You should _laws 3.Smokey is a 6.Something you do over and over again 4.It opens a door. 8. smoke? 5.An exclamation 9.A of cigarettes costs money 7.Cost of pack of cigarettes 8.Color of a cigarette 12.Habits are hard to 9.You must the price for smoking 13.Nickname for a cigarette 10.Cigarettes both money and 15.Fire causes health 17.Harmful poison in cigarettes 11.Not sad 18.Forests are full of 14.There is hot in smoke 22.Lcrger device to smoke 15.Organ for breathing

23.Smoking is a _ to your life. 16.Habit that is harmful to your health 25.Thi:: puzzle is printed on 19.Fad drug used far hallucinations 26.Mixture of smoke and fog 20.To breathe in 29.Cause of smoke 21.What a fire does 30.Tiny brooms that sweep air passages 24.You write with it in our bodies 27.Used to start a fire 32.A poison in cigarette smoke 28.Voice box 34.To breathe fast 29.Cotton tip on cigarette 35.Gas in air we breathe 30.Fatal disease usually caused by smoking 36.Not cold 31.Not out 37.We need to breathe fresh 33.To spoil 38.Physical education 38.Indians smoked a 39.Cardboard container 40.Many smokers get a 40.We must take of our health 41. apple a day keeps the Doctor 43.Left frcrn a fire away I 42.When to start smoking

::olds School District #7, July 1967 114 Danger ANSWER KEYS 5 C A C E Scrambled Eggs H 1.cancer 6. tobacco 2.tar 7.filter a 3.. smoke 1 8. nicotine S M I N G 4.poison 9. ammonia A 5. cigar 10. smell 1111 II N A Bad Habit! II earl III e4 El H r ro A Habit That is.Very Harmful! E Stack the blocks! S M E LL C 1\1

H-. Al II zP 12 13 14 w B C 0 A CO 0 T R Y1 A ,7 7 A!17 A 16 // MIIK E , 17 1! A CK zT

MIX-UP! About Smoking! No Smoking, please!

1.fire 2.tar S 3. smog 4.habit [77 I M01K WA2S A 5.smoke W4 0 S M K E II=..10. / O 7 B K /A L .H A 11A R /L 6 N //S T OP/

TOBACCO SECRET CODE 1.seed 1. Many fires are caused Li careless smokers. 2.leaves 2. There are poisons in cigarette smoke. 3.body

WHAT MESSAGES DO THE MISSING LOPS TELL? 1.Smoking dangers 2.Get smart!Don't start. ANSWER KEYS 115 CONSERVATION CROSSWORD PUZZLE

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1. game 1. gas 3.trees 2. moo 6.jaw 3.test 8.smoke 4.people 9.sip 5.snow 10.oh! 7.white 11.nil 12.pet 12.paint 13.noon 14.sea 16.habit 15.water 17.ruin 18.conservation 19.forests 22.cif 20.signs 25.axe 21.recreation 26.son 22.cancer 27.she 23.filters 28.rue 24.can 29.tar 30.risk 31.fish 31.fag 33.ad 32.ideas 35.trap 34.pack 40.get 36.RN 42.inhaled 37.ahal 43.smoking 38.pant 44.an 39.fear 46.ai 41.Tim 47.tire 45.die HELP I FIRE I WORDS THAT BEGIN WITH "C"

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4.hatchet 1.fireman 1.crossword 1.cancer 8.engine 2.water 3.cost 2.commercial 9.ride 3.fighter 5.car 3.color 10.smoking 5.hose 6.cat 4.L.S.D. 12,dangerous 6.trouble 7.cigar 5.carton 14.call'. 7.pipe 8.cigarette 9.cigar 15.crowd 11.ladder 9.Carla 10.cactus 19.cigar 13.smoke 10.crawl 11.cable 20.blaze 16.brave 11.coo 12.cold 21.fire 17.siren 13.case 13.cilia 22.clang 18.help 14.cells 15.cook 23.escape 16.capitol 16.Carol 17.corn 19.cod 18.can't 19.can

Reynolds School District #7, July 1967. HEALTH, TOBACCO CORRELATION 116 CROSSWORD PUZZLE KEY

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1. survey 2.us 5. cilia 3. reap 9.it 4. your 12. se 5. circulation 13. bites 6.it 14. fad 7.leaned 16.lot 8.is 18. cuter 9.if 20. rile 10.tar 22. rupture- 11. so 25. cancer 13. be 28. gases 15. digestion 30. en 16.less 31. or 17. pretend 32. truce 18. curry 34. Wed' 19.tether 35'. mars 21.la 36. emphysemc 23.un, 40.is 24.to 42. tease- 26. ace 46. nil 27. ram 47. or 29. sole 48. trachea 33. ram 49. Indo: 35a, ajar 50. drag 37. mire 52, nee 38. plant 53. odors 39. sod 54. ENO 40. ice 56. oh 41. she 58. in 43. end 60. today 44. ado 62. nervous '45.sores 65. push 51. good 68.I'd 55. lymph 70. do 56a. her 71. rue 57. mucus 72. bus 59. air 73. ra 61. dodges 74. dip 63. rum 75. minute 64. vein 78. read 65. pure 80. drug 66. user 83. heal 67. had 86. nose 69. dad 87. err 76. note 88. One 77. teas 89. me 79. arms 91,pre.fure 81. roe 92. sensory 82. UNS 93. so 84. eke Reynolds School District #7, July 1967. 85. low '90. eo 117 ANSWER KEY: TOBACCO DAZE!

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1. Smokey 2. ok 2. obey 3. bear 6. habit 4. key 8. why 5. oh! 9.pack 7. quarter 12.stop 8. white 13.fag 9. pay 15. loss 10. cost 17.nicotine 11. happy 18. trees 14. gas 22. cigar 15.lung 23. risk 16. smoking 25.paper 19.L.S.D. 26. smog 20. inhale 29. fire 21. burn 30. cilia 24. ink 32. tar 27. match 34. pant 28.larynx 35. oxygen 29. filter 36. hot 30. cancer 37. air 31. in 38. p. e. 33. rot 39. carton 38. pipe 40. care 40. cough 43. ashes 41. an 42. never

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INNc. cANCP.4.DEATHSrun* counter to the 60.ear downtrend in total death Wt. stein V.S. pier.In 1.959 lung cancer accounted for 29,335 avaths. Colon and rectal Tref 11,1111, 0: %tapof ftlgtrocy, ,aused. 1.9,129 male deaths. The nearly steady death rate gov Im14144cigestftntory disens conceals asignifeantrise in coronary artery dise-an, wkickl*tply,ses, im* Irpeer* apiirte in isthrr forms of heart disease.Curves are ageadjusted slok6p.tiltmtb eittp:: are not eprio.usty; stki*# h. changing Ape .finiposition of the population.

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119

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2.) .f-fsq GRAMS) C1C)/ 14' -TES St.nr,rfLi PER DAY LUNG CANCER as a rause of deuth inereaaes with -he number of cigarettes for gram equiv alent) consumed per day. aceordins: co three major studies cited in the text. "Relative death rate" is the death rate among smokers divided by the death rate found among nonsmokers.

.F% ER r.' THAN 20

CORONARY ARTERY 1)14:ktiF. ertthr. of death also increases with the cigarettes .rocked per dais The ,:latii.. death rates are Io'wer than for lung cancer because coronary artery disease is the leading w (f de.ttl: antutlit, Itulthtstc.krrt At %%ell as auttiog smokers.

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0-- 0 OBSERVED 1.644 646 925 774 4.406 2.91') OBSEPVrn 470 1.833 1;71F1 EXPECT ED 1.644 595 761 694 2.623 2.028 EXPECTED 1.t44 350 1 081 541 118 DEATH RATE FROM ALL CAUSES in Hammond and Horn study DAP Y VIC ARETTE CONSUMPTION showed a direct corn, was far higher among cigarette smokers than among men who never lationith ,..lative death rate from all causes. The studv tuoked, but only slightly higher among pipe and cigar tmoker3. lower men between the ages of 50 and 69 for 41 months.

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DEGREE OF INHALATION among ciga- rette smokers is charted against relative death rates from all cause,. Rm 3e bseed On Lit-amino% newstudyof :a and women, which w negon 19,,v.

Marginal legibilityof thispage is due to poor original material. Better copy isnot available 121

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MUM 1111M Male . 0 Ism 1110 i) iteb, ER THAN 20 CIGAPF r Tr". k OBSERVED 709 864 486 118 inS:.- P MORE 013A : , 1, Tit.; EXPECTED 709 149 456 226 49 1.0111111: .MOKERS had a lower riga:the deaths ate than thn.a. CORONARY A RTER DIAASE, whichaccounted for 52.1 per cent !invoking. particularly if they had smoked fewer than20 of exce,, death, among regular smokersof cigarettes, was alsocor- cigarrtir alily and had stopped smoking forat lea,t 19 year-. related very elow1y with the ,mokeis dailycigarette consumption.

Marginal legibilityof thispage is due to poor original material. Better copy isnot available at the time of filming E.D.R.S. 122 ELEMENTARY LESSON ON Chemical Makeup of Tobaccoand Tobacco Smoke

Introduce lesson by simply stating that theclass is going to inspecta few chemicals.List the chemicals in Column A and elicit from the classwhat they know about these substances. shows some answers plus other pertinent material. Column B

A B

NAME CHEMICAL SYMBOL PROPERTIES Nicotine plant genus Nicotiana deadly poison U.S. species (tobacum) Formaldehyde HC HO - colorless, preservative for biological specimens, poison ren usedas a disin- fectant

Ammonia NH.; cleaning fluid, component of smelling salts, irritating to nasalpassages

Hydrogen sulfide H 2S poisonous gas (smells like rotten eggs), irritating component of most "smog" Hydrogen cyanide HCN poisonous gas- -ALL cyanides should be handled carefully.Checks oxidation pro- cess in protoplastn

Carbon monoxide CO deadly as jcxhaust of cars), 1part in 100 parts oT air is lethal in 10 minutes. Color- less, odorless, damage's blood cells,pro- duces suffocation Arsenic As extremely poisonous element Carbolic acid C6H3OH germicide, powerful antiseptic, disinfec- (phenol) tant Methanol CH30H causes intoxication, blindness, coma,even (wood alcohol) death 7, -7" ^Wr".1711,Te7

Cigarette Tar-Separating Apparatus 123

PET POSE: To separate tars from tobacco TIME: 15 minutes EQUIPMENT Small jar with a two-hole stopper AND Large gallon jar with a two-hole stopper SUPPLIES: Bucket or pan Several cigarettes Delivery tubes Cigarette holder PROCEDURE: Assemble the cigarette tar separating apparatusas shown in the diagram. Fill the small jar half-full of water. Fill the large jar to the top with water. Place a cigarette intake and light it. Start the flow of water from the large jar into the Imeiwt bysucking the water in the outlet tube to start the water siphoning out of the largejars and cause the cig- arette to burn. The tars will collect in the water in the small jar. Allow the cigarette to burn completely (addmore water to the large jar if neces- sary to maintain suction). Examine the water in the collecting jar.Smell this liquid.Taste a tiny drop. What color do you cuke? 124 Poisonous Agents in Tobacco Leaves

BEAK ER

TOBACCO LEAVES AND WATER / \---- BUN::E. N BURNER

PM POSE : To demonstrate the poisonous agents thatare present in tobacco leaves 1:.t/t' I PMENT : 1 or 2 white mice, water, tripod, cigarette, filter, bunsenburner, small syringe, 27 gauge needle, 100 ec beaker, filterpaper PROC EDURE : Place 10 cc of water into the 100cc beaker.Bring the water temperature to the boiling point and maintain the temperature ata slow boiling heat. Take the tobac- co from one cigarette and add to the boiling water.S. i r slowly at constant heat for five minutes.Turn off the bunsen burner and allow the solutionto pass through standard laboratory filter paper intoa clean beaker. Allow the solution to cool. Draw between 1/3 and 1/2 cc of the filtered solution into thesyringe.Now as you examine your mouse, you will find that the veins of the tailare quite prominent as light blue streaks'.Insert the needle of your syringe into the vein and inject 1/-1to 1/2 cc of the filtered solution. Withina minute, the animal will enter a convulsing state, which in most instances will lead to death.rhile the nicotine in one cig- arette is sufficient enough to kill many mice, there is'enoughnicotine in a cigar to kill two men.

ii 125 Harmful Effects of Tobacco Smoke

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ROBZER. GlitssTUBI NG.

e'eAKER.

GLA5WOOL

PURPOSE: Collecting tobacco tars from cigarettes and conducting biological studies EQUIPMENT: 6-10. white mice, aspirator or water pump, flask, beaker or bottle, acetone, elec- tric clippers, eye dropper, rubber tubing, stopper with glass tubing holes, glass tubing, glass wool, cigarettes PROCEDURE: Hook a vacuum line (from an aspirator or water pump) to a burning cigarette in such a manner that the cigarette is consumed in about 4-6 minutes. (Several glass tubes fitted with cigarettes can be smoked simultaneously depending upon thenum- ber of holes made in the rubber stopper.) In the line, a trap containing glass wool moistened with acetone should be attached.This will collect most of the tobacco tars.See diagram. The distillation of, the tar can be facilitated by placing the bottle in an ice water bath during the course of the experiment. Aftei the cigarettes (about 40 cigarettes per day) have been smoked, thetar can be removed with additional acetone - -using as little as possible to dissolve the tar. This solution should be allowed to stand for several hours ina fume hood to con- centrate the tar. A vacuum distillation method in a warm water bath without flame is effective.

BIOLOGICAL The backs of mice should be trimmed with electric clippers to remove heavy hair STUDY: growth.The tars from about three (3) cigarettes can be applied by eye dropper twice (2) daily to the clipped area, five (5) days a week. Tumors can be expected to appear in about 40% of the mice in 6 to 9 months. These will be both benign and malignant tumors. 126 Effect of Cigarette Smokeon the`Pulse

TAKE PULSE HERE

PURPOSE: To demonstrate the effect that smoking hasupon the heart rate EQUIPMENT: 1 wrist watch, 1 smoker, cigarettes

PROCEDURE: It is recommended that students do this experimenton their parents, at home and record their findings.The arterial pulse, taken at the wrist, isan accurate in- dication of the heart rate.One can take the pulse of his patient by placingtwo middle fingers of the right handon the thumb side of the.wrist of the patient (see diagram).The patient's pulse should be taken two or threetimes to establish a base line accuracy.In each instance, record your piitse rateas the number of pulsations felt per minute. Have your patient light'a cigarette, then take the pulse as he has concluded the 3rd or 4th puff. When the cigarette is finished, take the pulse every fifteen minutes until the pulse rate returns tonormal.Chart your findings on a graph and determine how many extra heart heatsone pack of cigar- ettes causes the patient.Since with each beat the heart pumps approximately 70 cc of blood, calculate the extra volume of blood that is pumped by the heartin- duced by smoking one package of cigarettes. The apparent Conclusionis that smok- ing puts an extra unnecessary load upon the heart and withsuch a burden will, in the long run, shorten life. 127 Collection of Tars in Tobacco Smoke

BUCHNER Funwat..

.*--- TAP E WET FILTERPAPER -_____>

Ru S BEA STorPC R

------>. ASPIRATOR

RusekR TIAsimy SUCTION FLASK

PURPOSE: To demonstrate the tars present in the smoke of a cigarette EQUIPMENT: 1 regular funnel,I buchner funnel, filter paper, suction flask, vacuumsource, single hole rubber stopper

PROCEDURE: Place a cigarette in the top funnel as indicated in the diagram. Turnon your vacu- um source and light the cigarette. The smoke from the cigarette will pass through the funnels and the wet filter paper into the suction flask.The moistened filter paper will collect a portion of the tar in the smoke, resulting ina dark yellow stain. Some tars that pass through the filter will condense in the moisture in the suction flask and a yellow solution will be noted.XVith this simple apparatus, one can grossly determine the answer to some interesting questions. Which brand cigarette leaves the greatest tar residue?Do some cigarette manufacturers use stronger tobacco in their filter cigarettes to compensate for the lack of taste? Which filter is the most effective in cutting down the amount oftar which is in- haled?In conclusion,it is to he noted that the smoke from all types of cigat ettrs causes cancer in animals under experimental conditmns. 128 Toxic Effect of Cigarette Smoke

4:tbil^cco LOCSE PELLETS VFAd5oRSENrroty ASP! BATOR PIPE @Owl-

ANIMA. 61000 ANC 600ILIM 01(ALATE

*wArEii. 114.2. e BOTTLE A BOTTLE C

PPRPOSI : In the smoke delivered from a cigarette thereare at least 300 toxic c,,mpounds. Most of them arc not readily recognized byname, but a few such as lead, arsenic, cyanide, nicotine, formaldehyde, and carbon monoxideare well known. The pur- pose of this experiment is to demonstrate the lirct ciE,arettc smokecan have on fish when tile\ arc co:veiled to absorb the eheini-..alsin cigarette fumcs. EQUIPMENT: 2 or 3 goldfish. 500 cc flask, glass tubing, cigarettes,water, cotton, a vacuum source (siphon or aspirator), rubber stopper with glass tlthl hole',loa 11 jars. PROCEDURE: Hook ;I.itt. tt in line (iron an aspirator or biphon) to a burning eigareie in the manner dcz,:i!bed in the above drawing. As the vacuum is applied, the smoke from the eig:i rette will bubble through the water.By the time three to ten cigar- ettes lime !Joel consumed, the toxic agents in the smoke,primarily nicotine, should begin to affect the fish, causing them to lose theirequilibrium and begin to roll to one side.They should be removed from the water and placed immediately in fresh water.If this is not done promptly, this experiment will be fatrilto the fish.

Bottle B is for testing the effects of carbon monoxidein tobacco smoke on animal blood. The blood can be obtained ina butcher shop, though it will probably have to be ordered ahead of time. Keep the blood from coagulatingby adding one part sodium oxalate solution to 9 parts of blood.Smoke coming through the tube from bottle A to bottle 13 willcause the blood to turn a deeper red as the hemoglobin takes on carbon monoxide.As a result, carboxyhemoglobin is formed.This is what happens in carbon monoxide poisoning.The hemoglobin loses its ability to release oxygen. You can show this by addinga fresh yeast culture to the blood. Also add a yeast culture to a control batch of blood.In the control, yeast enzymes cause the hemoglobin to release oxygen, whichcomes off as bubbles in a foam at the surface.In the experimental bottle, thisoxygen release is impaired. Bottle C' is simply a trap to keep blood fromfrothing into the pump or aspirator.

Marginal legibility ofthis page is dueto poor original material. Better copy isnot available 129 "Hankie" Test

PURPOSE: To demonstrate the tars that are inhaled into the mouth and lungs of a cigarette smoker. Of particular interest will be the difference in the amounts of tar in the inhaled smoke and in that which is exhaled. EQUIPMENT: 1 white handkerchief, 1 smoker

PROCEDURE: Have the smoker inhale from a lighted cigarette, making every attempt to hold the smoke just in his mouth without allowing it to go into the lungs. As rapidly as pos- sible, after inhaling from the cigarette, place a handkerchief over the mouth stretched as firmly as possible and blow the smoke back through the handkerchief. You will note that this will cause quite a dark stain on the handkerchief. Now have the candidate inhale once more from the cigarette only this time allowing the smoke to go well into the lungs.Now again, place a different area of the handkerchief firmly over the mouth and exhale back through the handkerchief.It will be noted that the second stain is much lighter than the first stain.Theoretically, the dif- ference betwen the two stains represents the amount -of tar that remains in the lungs with each puff of the cigarette.The harmful effects and cancer producing properties of these tars are well known. 1:30 Glossary

Addict one who continues a habit and has an overpowering need to ccintinuk Air pollution matter which gets into the air as a result of man's activities Alveoli tiny air sacs at the end of each bronchiole Ammonia chemical used in manufacturing fertilizer and explosives; it is harmful to the body Antidote 'a remedy to counteract the effects of poisons, something that relieves Arsenic a poison used in weed killer and insecticide Arteries blood vessels leading front the,heart to all parts of the body Benign not threatening to life or health Blood pressure pressure exerted when the heart is contracting and relaxing when the heart is con- tracting, pressure is called systolic; in babies the systolic pressure is about 75- 90 mm. of mercury; in young adults it is 100-130; in older persons it is 130-150; diastolic pressure is from 30 to 50 mm. below systolic; diastolic piessure occurs when the heart is relaxing Bronchi two main branches of the trachea; they are called bronchial tubes Bronchiole one of the smallest divisions (branches) of the bronchial tubes Bronchitis inflammation of the bronchial tubes Cancer any malignant tumor Capillary the smallest of the blood vessels where exchange of blood is made between arteries and veins Carbon dioxide gaseous waste material given off by the body through the lungs Carbon monoxidecolorless, odorless, poisonous gas Carcinogen substance or agent causing development of cancer Carcinoma a malignant tumor Cardiovascular pertaining to the heart and blood vessels Cell a unit of living matter which makes up all living things Chest upper part of the body in which the heart and the lungs are contained Chronic continuing for a long time Cigarette finely chopped tobacco rolled up in paper and used for smoking Cilia tiny hair-like processes found in various parts of the body, which help propel fluids or particulate matter Circulatory pertaining to the circulation of the blood through the body Cobalt chemical element; radioactive cobalt is used in treating cancer FILIF7,77

131

Combustible capable of burning; easily kindled Cominercial advertising used on T. V. Coronary pertaining to coronary arteries which supply blood to the heart itself Diaphragm muscular partition located at the bottom of the chest cavity; used in breathing Economic pertaining to the earning, distributing, and using of money Emphysema a disease of the lungs involving over-inflation ofthe alveoli; from a Greek word meaning inflation; the swelling or inflation of the tissue is due to the presence of gas Exhale to breathe out Exterminator something or someone that utterly destroys or drives out Fact a truth; that which is known to be true Filter porous material used to remove impurities Fluoroscope a type of x-ray machine by which a doctor can observedirectly the heart and lungs at work Function action for which a thing is used Gases vapor; matter having no definite shape; no definite volume Habit that which has been done so many times that it becomes automatic Heart organ which pumps the blood through the circulatory system Heart beat pulse; complete pulsation of the heart Inhale to breathe in Indians race found in America by Columbus: native Americans Insecticide poison which is used to kill insects; a spray or dust Larynx the voice box; upper end of the windpipe where the vocal cords are located Leucocyte white corpuscle; see phagocyte

Liquid fluid such as water Lungs two organs of breathing in which blood gives up water and carbon dioxide,then re- ceives oxygen

Lymph clear water fluid found in lymph vessels Lymph nodes gland-like structures in the lymph system that make lymphocites (ons type ofblood cell) and filter lymph fluid

Malignant extremely dangerous; usually associated with spreading cancer

Mucous membrane a membrane which lines the respiratory anddigestive tract

Mucus a sticky liquid secreted by mucous gland ofthe mucous menlbrane 132 Nicotine a poison found in cigarettes; passes through the lining ofthe mouth: affects the heart and circulatory system

Nose organ in respiratory system through which air enters the body Organ structure made of various cells which performs a specific function in the body Organism anything that has life in itself

Oxygen colorless, odorless, gaseous element; necessary for life; oxygen makes up 1/5 of the total volume of the atmosphere Phagocyte a white corpuscle; a blood cell that destroys micro-organisms orharmful cells by enveloping and absorbing them Pharynx part of alimentary canal between the mouth cavity and the esophagus Physiology science which treats (studies) functions of the human body Plant vegetable life, as opposed to animal life Poison a substance which destroys life or impairs health when introducedinto a living organism Radioactive capable of giving off radiant energy; this property is passed by some elements such as radium and uranium Radium shining white metallic eleMent, used in treatment amender; also used inluminous materials such as paint on the dials of watches, clocker,. and: instruments Respiration act 'of breathing, made up. of inhaling and exhaling Respiratory Pertaining to breathing Roentgen x-rays;- founded by William Roentgen who namedthe unknown5.tactor'"x Rupture to burst or break apart violently Silicosis an. occupational.disease of the lungs, caused by inhalinitailit_ 11_10tist, from sand, quartz, or granite

Smog combination of smoke and fog

Smoke to; inhale and exhale smoke from burning substance-suilikalt tatiOgito Smoking machinea machine to demonstrate resultsof smoking cigarettes Statistics numerical facts systematically collected and classifiat: Suffocation death from lack of oxygen; smothering Survey a generally systematic view or examinationof the mai* features of anything Tars thick brownish-black substance; sources of chemical substances, consisting of a mixture of hydrocarbons and their derivatives; injurious.' to the body Tissue a groUp of like cells. which do at certain kind:of work, sue* aa, brain. cells Tobacco the plants whose leaves are smoked Trachea: the; tube from the larynx to.the lungs 133 abnormal swelling or a mass of new tissue, growing independently and having no physiological use blood vessels leading back to the heart from parts of the body an invisible ray which can penetrate the body and make it possible for doctors to see human bones; x-rays are sometimes known as Roentgen rays, named for the discoverer, a German professor, Wilhelm Konrad Roentgen 1 Bibliography

REFERENCE BOOKS' FOR TEACHERS, PARENTS, AND STUDENTS

1. Annual Report on Tobacco New York Public Library, Fifth Avenue and Statistics, 1965 42nd Street, New York, N.Y. 10018. U.S. Department of Agriculture, Consumer10.Diehl, Harold S. and Marketing Service. Bulletin No. 372. Tobacco and Your Health:The Smoking Washington, D.C.: U.S. Government Printing Controversy. Office, April 1966; New York:McGraw-Hill Book Company, 1969. 2. Bauer, W.W., et al. The New Health and Safety 11.Fletcher, C.M., et al. Chicago:Scott, Foresman, and Company, Common Sense About Smoking 1966. Baltimore, Md.: Penguin Books, 1963.

3. Bernard, H. W. 12. Heimann, R. K. Toward Better Personal Adjustment Tobacco and Americans New York City: McGraw-Hill, 1957. New York City: McGraw-Hill, 1960.

4. Brecher, Ruth, et al. 13. Introduction to Respiratory Diseases The Consumers Union Report on National Tuberculosis Association, 1964. Smoking and the Public Interest Mount Vernon,N.Y.: Consumers Union,14.Johns, E. G. 1963. Health for Effective Living Basic health science test for college students. 5. Brooks, E.J. New York City: McGraw-Hill, 1966. Tobacco - History Boston: Little, Brown, 1952. 15.King, A. The Cigarette Habit 6. Cameron, C.S. New York City: Doubleday, 1959. The Truth About Cancer Englewood Cliffs, N.J.: Prentice-Hall,1956.16.Mausner, B. & Platt, Ellen S. Behavioral Aspects of Smoking 7. Carson, Rachel Health Education Monographs. A conference Silent Spring report. Supplement No. 2, 1966. Society of Boston: Houghton, Mifflin, 1962. Public Health Educators, 104 E. 25th Street, New York City 10010. 8. Comroe, J.H., et al. The Lung 17.Neuberger, Maurine B. Chicago: Yearbook Medical Publishers, Inc., Smoke Screen: Tobacco and Public Welfare 1963. New York City, Prentice-Hall, 1963.

9. Dickson, Sarah A. 18.Northrup, L. Panacea or Precious Bane Science Looks at Smoking (Tobacco in 16th Century Literature) New York City: Coward-McCann, 1957. 134 135

19.Ochsner, A. Mountain View, Calif.: Pacific Press, 1965. Smoking and Health New York City: Messner Company, 1959. 30.The Health Consequences of Smoking. A Public Health Service Review: 1967. Pub- 20.Otto, J. H., et al. lication No. 1696. Washington, D.C. 20402: Modern Health U.S. Government Printing Office. 60c. New York City: Holt, Rinehart, and Winston, 1967. 31.The Health Consequences of Smoking. 1968 Supplement to the 1967 Public Health 21.Packard, V. Service Review. Same address. 55c. The Hidden Persuaders New York City: Pocket Books, Inc., 1957. 32. WooV.G. C., Ed. 'Biology Experiments for High School Stu- 11 Packard, V. dents Pyramid Climbers The American Cancer Society, 1964. New York City: McGraw-Hill, 1962.

23.Packard, V. BOOKS FOR CHILDREN The Waste Makers New York City: David McKay Co., 1960. 1. Bolton, W. W., et al. Your Health Today and Tomorrow 24.Pfeiffer; l'An E. River Forest, Ill.: Laidlaw Bros., 1963 (5th The Cell and 6th gradelevel). Life Science Library Series, New York City: Time, Inc.,' 1964. 2. Freckle Face Jimmy and the Dragon New York Department of Health, Albany, 25. Smoking and Health. Report of the Advisory N.Y., 1966. Committee to the Surgeon General of the Public Health Service 3. Osborn, R. C. & Benton, F. W. Waihington, D.C.: U.S. Government Printing Dying to Smoke Office, 1964. Houghton-Mifflin, 1964 (5th to 80 grades).

26. Smoking and Health. Report of the Royal4. Salten, F. College of PhYsicians Bambi New York City: Pitman Publishing Corpora- New York City: Grosset. tion, 1962. 5. The True Story of Smokey the Bear 27. Smoking and HealthExperiments, Dem- New York City: Goldeh Press, 1955: onstrations, and Exhibits. Public Health Service Publication No. 1843, Washington, D.C. 20402, U.S. GovernmentBOOKLETS Printing Office. 20c. 1. Bauer, W. W. & Dukelow, D. A. 28. Smoking, Tobacco, and Health U.S. Depart- What You Should Know About Smoking and ment of Health, Education, and Welfare Drinking . Public Health Service:1969 JuniorLife Adjustment Booklet.Science Washington, D.C. 20201 ResearchAssociates,259. EastErieSt., Chicago, Ill.

29.Shyrock, H. . Mind If I Smoke? 2. Cigarette Smoking and Lung Cancer 136

New YorkState Department of Health,2. A resource person Albany, N.Y., 1959. May be obtained from chemical and/or insec- ticide companies. 3. Cornfield, J., et. al. Smoking and Lung Cancer: Recent Evidence3. A local physician is probably available for and a Discussion of Some Questions speaking to groups on the subject of smoking. The National Cancer Institute, 1959, 22 (1); 173-203. 4. Lists of qualified speakers Have been compiled by health agencies, with 4. Little, C. C. broadgeographicaldistribution.Teachers 1959 Report of the Scientific Director desiring speakers for classes, PTA meetings, Tobacco Industry Research Committee, 150 etc., can contact the speakers listed directly, East 42nd St., New York City, 10017. or can calltheir local unit of the Heart, Cancer, or Tuberculosis Associations, or local health department or county medical society. 5. Rice, J. R. Tobacco: Is Its Use a Sin? 16 mm FILMS Grand Rapids, Mich.: Zondervan Publishing House, 1415 Lake Drive, S.E., Grand Rapids, Michigan. 1. A Breath of Air 21minutes,color. This film was devised 6. Tobacco Industry Research Committee Back- primarily for use in secondary schools and ground Memorandum colleges; other showings should be effective New York City: Hill and Knowlton, Inc., with parents and interested adult groups. Its Public Relations Counsel, 350 Fifth Avenue, purpose is to help convince young people that New York City. cigarette smoking can cause serious illness and death. Many scenes feature young people, their interests and concerns. A highlight of REGIONAL EDUCATIONAL MEDIA CENTERS the film is a case study presentation of an emphysema patient. A considerable amount of excellent material relative to smoking has been 'placed in most of the A User's Cuide includes suggested exercises, RegionalEducationalMediaCenters bythe questions, references. Pamphlet: Your Health American Cancer Society, Iowa Division,Inc. and Cigarettes American Cancer Society These materials include films, filmstrips, charts, pamphlets, posters, and booklets. School personnel2. Barney Butt are urged to contact their respective centers for 12Y2 minutes, color. .A story of the heart and listings of these materials. Direct contact may also hard times of a comical, sometimes pathetic, be made with the American Cancer Society, Iowa cartoon character from his infancy, through Division, Inc., in the event that a particular center teenage adventure, smoke-blighted romance, has not been stocked as yet or is temporarily out short-winded attempts at sports, failure in of stock of a given item. work.Withitshumorousaridinventive sequences the film is .entertaining but as it drives to its climax, there is no doubt about FIELD TRIPS AND RESOURCE PEOPLE the message: where there's cigarette smoke, there's danger from heart diseaseno irs, 1. Fire Stations and's, or butts!Iowa Heart Association. Fire station field trips and resource people may be obtained by.arranging with the local3. Battle To Breathe, The fire captain. 25minutes,color,(1968).Filmon 137

emphysema which utilizes three. actual case10. No Smoking histories. All three men were smokers.--Iowa 10 minutes, color. Elementary and junior Tuberculosis and Respiratory Disease Asso- high. Presents facts on why one should not ciation. smoke. Fire and health hazards emphasized. Sid Davis Production, 1964. Illinois Dept. of 4.Beyond Reasonable Doubt Health. 25 minutes. American Temperance Society. 11.Point of View 5. Cancer by the Carton 18 minutes. Grades 9-12. Visitors from outer 30 minutes, color. Grades 9-12 and adults. space mimic behavior of earth menand American Temperance Society, 1958. women. Ends on you and your pointof view. 1965 Iowa Tuberculosis and Respiratory 6. Embattled Cell Disease Association 21 minutes, The actual behavior of living cells -- bothnormal and cancerous within the12. Presentation Reel ( Schools) human lung are shown. In time-lapse photog- 191/2 minutes, color. This school presentation raphy and other sequences the viewer sees reel is intended to permit rapid preview of with startling vividness the struggle of the suitable ACS films by school administrators body's defensive cells against individual cells, and teachers, as an aid for the selection of the cleansing mechanism of the lung in action specific films needed to meet specific school and the lung's blood supply and drainage curriculum and teaching needs. Short excerpts systems. The sacs and their delicate capillaries are shown from films on cigarette smoking are shown as these structures are affected by and health (A Breath of Air; The Huffless, air pollutants such as cigarette smoke. (Re- Puffless Dragon; A Time for Decision; Smok- leased 1968) Reference Folder available ing: Past and Present) and films related to American Cancer Society science studies and careers (From One Cell; The Human Cell and the Cytotechnologist; 7. From One Cell Cracking the Code of Life; In a Medical 15 minutes. Grades 5-9. The relationship of Laboratory; The Embattled Cell). American cell reproduction and growth to the healing Cancer Society. process is outlined. It closes with ananalysis of the principles of cell growth as they relate13. Smoke to cancer. 1956. American Cancer Society 10 minutes. Adult. This is a very funny, albeit vulgar, ridicule of the smoker. A special sort Iluffiess, Puffless Dragon of audience needed. Film may be rented for 8 minutes. This animated cartoon film uses $6.00 from Berkeley Film Library Extension. humor and satire to emphasize the health U. of C., 1965. hazards of 'cigarette smoking. It serves as a door-opener for more detailed treatment of14. Smoke, Anyone? the subject of cigarette smoking and health. 9 minutes, color. Elementary grades. Presents I Released 1964) American Cancer Society message on "what you do now will &cide your future,"Iowa State Department of Health. Human Body, the Respiratory System 131/2 minutes. color. Grades 7-12. Describes15. Smokey the Bear the organs of the respiratory system and Shows the result of what a careless camper or shows in animation and live demonstration smoker car. do to forests. U.S. Forest Service. the mechanics of ventilation and the physics of diffusion between alveoli and capillaries.16. Smokey Not as specific to smoking. Coronet Films, Primary children will enjoy. U.S. Forest Serv- 1962. ice. 138

17. Smoking and Heart Disease findit of interest. Showings before (Alit 91/2 minutes, color. This film asks andanswers, adult groups should be scheduled very sel« with clear, colorful animation, vital questions tively. A referencefolderisavailableto about therelationshipbetweencigarette provide useful background information to smoking and health, particularlyas it relates persons using thefilm. American Camt; totheheart and circulatorysystem.It Society. discusses the risks of c41.tTr, emphysema, and coronary heart disease. Iowa Heart Associa-22. Time To Stop Is Now tion. 8 minutes, color. Shows ,harmful the body systems. American 18. Smoking and You 11 minutes, color. All levels. Shows unglam-23. Tobacco and the Human Body orous situations associated with smoking and 15 minutes.Grades7-12rh: the health hazard which smoking creates. BritannicaFilms,Inc.,1150 ' 1964. Iowa State Department of Health and Avenue, Wilmette, Illinois, 1961. American Heart Association 24. Too Tough To Care 19. Smoking: Past and Present 18 minutes, color. Grades 7-1 2. Ank 15 minutes, color. This film is directed to satire on advertising indusw. young people and is probably most suitable Department of Health. for school grades 5-8. Intended solely for classroomuse,itisan open-ended film designed to stimulate and lead directly into25.' Up in Smoke classroom discussion on cigarette smoking and 23 minutes, color. Grades 7-12. A .S,; if, health afterit has been shown. The film tobacco industry. Division of Can t recounts the history of tobacco in a manner 1964. which tiesin with social science subjects studied by students in grades 5-8. A teacher's26. Who, Me? guide is available. Pamphlet: Your Health and 22 minutes, color. Adults. Effective tes' Cigarettes. American Cancer Society. nials and approach to stopping the stnok habit. American Cancer Society. 20. Time Pulls the Trigger 23 minutes, color. Graveyardscene at start followed by doctor talking to patients at Veteran's Hospital. Good animated section ofFILMSTRIPS film showing effects of smokingon body. 1964. American Temperance Society. 1. Get Smart! Don't Start! 40 film pictures with sound track made with 21. The Embattled Cell the piiihary- child in mind. Available from: 21 minutes, 16mm, color. The actual behavior Dr. Richard L. Grant of living cells- both normal and cancerous - Department of Psychiatry withinthehuman lungareshown.In University of Oregon Medical School time-lapse photography ark, othersequences Portland, Oregon the viewer sees with startling vividness the struggle of the body's defensive cells against2. I'll Choose the High Road individual cells, the cleansing mechanism of 15 minutes sound, Color. Eleinentary grades. the lung in action and the lung's blood supply Itexplores thefutureopportunities and and drainage systems. The film is particularly challenges and points out health aspects ()I designed for science students at the secondary smizing. Reasons why persons are led to and college levels. Physicians, medical stu- smokearepresented.AmericanCancer dents and other paramedical groups would Society.

Marginal legibilityof thispage is due to original materipa. nme_ poor 139

3. To Smoke or Not To Smoke Michigan Council. A Resource Guide for 25 minutes, sound, color. Grades 7-12. It Michigan Teachers of Grades 5-12, 1964. presents evidence of link between smoking and lung cancer. Designed for discussion to9. Smoking and Lung Cancer: Teacher Ref- follow. American Cancer Society. erence Guide New Jersey State Department of Health, New JerseyStateDepartmentofEducation, CURRICULUM GUIDES ON SMOKING American Cancer Society, New Jersey Divi- sion. Trenton, N.J. 1963. 1. En-Garde:Curriculumon Smoking and Health 10. Smoking and Youth: A Resource Unit Roswell Park Memorial Institute, New York Department of Public Instruction and Depart- State Department of Health. Buffalo, N.Y. ment of Health, Harrisburg, Pennsylvania. 1963. 2. Health Strand11SociologicalHealthProblems11.Teachers Guide on Smoking and Health (Separate publications for: Grades 4, 5, 6, 7, Grades 5-8 in elementary school; Grades 7-12 8, 9, and 10, 11, 12) The University of the in junior and senior high schools. California State of New York. The State Education Interagency Council on Cigarette Smoking Department. The Curriculum Development and Health. Center. Albany, New York 12224 - 1967. 12.Teachers Guide on Smoking and Health 3. The Health Hazards of Smoking Grades 5-12. Rhode Island Interagency Coun- Divisionof Health Education,Cleveland cil on Smoking. Department of Health, State Public Schools, Cleveland, Ohio, 1965. Office Building, Providence, Rhode Island. 1965. 4. Motivating Motivators 13.Teaching About Smoking and Health A practical approach to the smoking problem. State of Illinois, Office of the Superintendent Cincinnati Hamilton County Unit of Public Instruction and Department of American Cancer Society Health, Springfield, Ill. 1964. 138 E. Court Street Cincinnati, Ohio 45202. 1965. 14.Teaching Guide-Smoking Unit SpokanePublicSchools; George Warner, Smoking and Disease: A Teacher Reference Director,PhysicalEducation,Spokane, State of Maine, Department of Health and Washington. 1966. Welfare, Division of Cancer Control and State of Maine Department of Education, 1964-65. NEWSLETTERS 6. Smoking and Health Guide for Elementary and Secondary Schools 1. Medical Bulletin on Tobacco SuperintendentofPublicInstruction, Issued three times a year, published by the Olympia, Washington. 1966. AmericanPublicHealthAssociation,the American Heart Association, the American 7. Smoking and HealthGuide foi Oregon Cancer Society, and the National Tuberculosis Teachers Association. To be placed on the mailing list, Oregon Department of Education, Salem, write to: Medical Bulletin on Tobacco, Room Oregon. 1967. 712, 1790 Broadway, New York, N.Y. 10019.

8. Smoking and Its Relationship to Health and2. Smoke Signals Disease Published by Pacific Press Publishing Associa- 140

tion,1350Villa Street, Mountain View,9. The Cancer Quacks California 94041. Subscription: $1.00 per Public Health Service Publication No. 559. year, or 16c per copy. 1963.

3. Smoking and Health Newsletter 10.Cardiovascular Diseases in the United States Issued six times a year, published by the U.S. Public Health Service. No publication Interagency Council on Smoking and Health, number. P. 0. Box 3654, Central. Station, Arlington, Virginia 22230. Comprehensive coverage of11.Cigarette Smoking and Cancer latest national activities concerning tobacco American Cancer Society. and health. 12.Cigarette Smoking and Card_ iowiscular Disease Iowa Heart Association. PAMPHLETS 13.Cigarette Smoking, the Facts 1.: A. Do It Myself Chart for Breaking the Cigaret Iowa Tuberculosis and Respiratory Disease Habit Association. Iowa Tuberculosis and Respiratory Disease Association. '14.Cigarette Smoking and Health American Cancer Society: 2. A Light on the Subject of Smoking An excellent 13-page booklet for sixth and 15.Cigarette Smoking, Chronic Bronchitisand seventh grades, speaking of harmful aspects of Emphysema smoking; includes a quiz. Iowa State Depart- Iowa State Department.of Health. ment of Health.. 16.Cigarette Quiz 3. Answering the Most-often Asked Questions American Heart Association. About Cigarette Smoking and Lung Cancer American CanCer Society. 17.Cigarettes and Health Iowa State Department of Health. 4. Answers to 101 Questions About Cancer 18.Curtis, R. American Cancer Society. Smoking or Health? Dallas, Texas: Texas Alcohol and Narcotics 5. Bauer, W. W. & DUkelow, Donald. EduCation, Inc. 2814 Oak 'Lawn Avenue, What You Should Know About Smoking and Dallas, Texas 75219. Drinking Chicago: Science Research Associates, Inc.,19.Don't Let Your Health Go Up in Smoke 1960. Iowa Tuberculosis and Respiratory Disease Association. 6. The Beleagured LungCancer. Invades Chicago The World Book Science Annual, Field En:20. Enjoy the Pleasures of Not Smoking .terprises, Iowa Heart Association.

Blakeslee, A. '2 Facts for Teenagers: Snioking, Health, and It's Not Too. Late =To Stop Smoking Cigarettes You Iowa State Department of Health. Iowa State Department of Health:

8. Cancer Facts and Figures, 1969. 2 The Facts About Smoking and Health American Cancer Society. U.S. Government Printing Office. 141

23.The Facts on Teen-Age Smoking Report of a project in DeSales High School American Cancer Society. Walla Walla, Washington.

24. Here Is the Evidence - You Be the Judge 36. Smoking and Illness Iowa Tuberculosis and Respiratory Disease Iowa State Department of Health. Association. 37. Smoking and Heart Disease 25.I Have a Secret Cure for Cancer American Heart Association. American Cancer Society. 38. Smoking and Cancer 26.I'll Choose the High Road Iowa State Department of Health. American Cancer Society. 39. Smoking and the Heart 27.Insurance Facts Iowa State Department of Health. 1965. New York: Insurance Information Institute, 110 Williams Street, New York City40. Smoking: Facts You Should Know 10038. Gives information on causes of fire. Chicago American Medical Association. 28. My Dear, This'll Kill You! 41. Smoking, Health and You - Facts for Teen- Iowa Tuberculosis and Respiratory Disease agers Association. Children's Bureau Publication No. 424.

29.Nick O'Teen,the Cigarette 42. Smoking or Health Iowa Tuberculosis and Respiratory Disease A quickreference guide to the Surgeon Association. General'sReport.PublicHealthService Publication No. 1103-E. March 1965. 30. No If's, No Maybe's, No Butts Iowa Tuberculosis and Respiratory Disease43. Statement of the American Cancer Society on Association. Cigarette Smoking American Cancer Society. 31.Questions and Answers of Smoking and Health 44.Teen-Age Cigarette Purchasing and Smoking Iowa Tuberculosis and Respiratory Disease Habits in the U.S.A. Association. Gilbert Youth Research, 235 East 42nd Street, New York City.

32. Reduce Your Risk of Heart Attack 45.Teenagers and Cigarettes Iowa Heart Association. Changing Times. March, 1962.

33.Salber, Eva J. 46.Ten Little Smokers Facts About Smoking Iowa Tuberculosis and RespiratoryDisease S RA GuidanceServiceSeriesBooklet Association. Chicago: Science Research Associates, Inc., 259 East Erie Street, Chicago, Illinois 60611 47.Too Many Cigarettes Iowa Tuberculosis and RespiratoryDisease 34.Shall I Smoke Association. American Cancer Society. 48.U.S. Government Warns 35.Sister Mildred Marie Iowa Tuberculosis and RespiratoryDisease Anti-Cigarette Smoking Campaign Association. 142

49.What Everyone Should Know About Smoking2. Anderson, K. N. and Heart Disease Research Report: Tobacco and Health Iowa Heart Association. Parts I,II, and III, Today's Health, July, September, and November, 1965. 50.What Should Children Think About Smoking Iowa Heart Association. 3. Blum, S. An Ode to the Cigarette Code 51.What the Cigarette Commercials Don't Show Harper's Magazine, 232:60-63. March 1966. Iowa State Department of Health. CI 4. Cigarette AdvertLing 52.What We Know About Children and Smoking Consumer Reports, 29:246-250. May 1964. Iowa State Department of Health. 5. Cigarettes and Atherosclerosis 53.What's New on Smoking in Films? Scientific American, 23:40. December, 1965. Iowa State Department of Health. 6. Cigarette Smoking Among High 'School Stu- 54.What's New on Smoking in Print? dents Related to Social Class and Parental Iowa State Department of Health. Smoking Habits New England Journal of Medicine, November 55.Where. There's Smoke 16, 1961. American Cancer Society. 7. Cousins, N. 56.Why Learn About Cancer? The Dangers Beyond Smoking American Cancer Society. Saturday Review, p. 22, January 25, 1964

57.Why Nick the Cigarette Is Nobody's Friend 8. Dogs, Death, and Smoking lowa State Department of Health. Time, p. 52, July 15, 1966.

58.Why Risk Heart Attack ? 9. Fieser, L. F. Iowa Heart Association. Story of an Ex-smoker Reader's Digest, 88:68-72, April 1966. 59.Yes Sir, One of These Days Iowa Tuberculosis and Heart Disease Associa-10.Friedman, Suzanna H. tion. I Choose Not To Smoke Nursing Outlook 12:40-42, March 17, 1964. 60.You Can Quit Smoking 11.Goldstein, H., et al. Iowa State Department of Health. Cigarette Smoking and Prematurity PublicHealthReports, 79:553-560,July 61.Your Health and Cigarettes 1964. American Cancer Society. 12.Guthrie, E. 62.Youth Looks at Cancer Smoking and Health.- One Year Later. American Cancer Society. Journal of School Health, 25:53-57, February 1965.

PERIODICALS 13. Hammond, C. The Effects of Smoking 1. All 92 Victims Smoked Scientific American, 207:39-51, July 1962. Science Newsletter; 89:285. April 23, 1966. Reprint Available. 143

Coordinated Approach 14. Horn, D. ofPublicHealth, Behavioral Aspects of CigaretteSmoking AmericanJournal November 1964. Journal of Chronic Diseases,16:383-395, May 54: 1922-: 923, 1963. 26.Rogers, K. D. & Reese,Grace. Stop Smoking? Smoking and High SchoolPerformance 15.Is There a Best Way To Diseases of Children, Housekeeping,162:165-167,May American Journal of Good 108:1,17-121, August 1964. 1966. 27.Seltzer, C. 16.Jensen, L. & Thompson,J. Survey: Lincoln Why People Smoke Report of the 1965 Smoking 4143, July 1963. Public SchoolsSeniorHigh Schools Atlantic Monthly, pp. ofSchoolHealth,25:366-373, Journal Special Issue: CigaretteSmoking October 1965. 28. Journal of CaliforniaSchool Health Associa- tion, January 1966. 17.Johnson, W., et al. Smoking Experience ofSeattle High School 29. Smoking andHealth Students 81:215-217, March Washington Education, November1965. Public Health Reports, 1966. 18. Lung Cancer andCigarettesHere Are the 30.The Smoking Controversy Latest Findings. Tuberculosis and Reader's Digest, June 1962. Bulletin of the Pennsylvania Health Society, 41:(3),16 pages, March 1960. 19. McFarland, J. W. 31. SmokingShouldI? Lifeline for Ex-Smokers 1959-60, 26:(1), 8 pages. Nursing Outlook, 12:50-52,July 1964. Ideas for Teachers, Published by the NassauTuberculosis, Heart, Associations, Inc., Roslyn, 20. McKeown, R. M. and Public Health How AMA Research IntoSmoking Will Help New York. You Women Today's Health, 43:12,August 1965.. 32. The Smoking Time, 87:54, March4, 1966. Miller, L. M. & Monohan,J. 21. Fresh Reports to Consumers onAmerican Cigarettes33. Springtime 1966. Reader's Digest (reprint of aseries of articles, Time, 87:90, April 8, 1954-1964). 22. New Tar Derby 34. Tate, C. F.,Jr. Newsweek, 67:85, April 1966. What Is It AboutCigarettes? National TuberculosisAssociation Bulletin, 23. Nicotine CanStimulate or Depress Smokers February 1964. Science News, 89:292, April23, 1966. 35. The TobaccoScandal Given Lower Life 'Insurance Prevention, The Magazinefor Betterlieilth, 24. Non-Smokers 1967. (Preventitm.. Rates pp.134-144, February Science News, 89:150, March 5,1966. Emmaus, Pennsylvania) 36. Uncle Sam:Tobacco Salesman 25. Perkins, J. E. 31:135, March 1966. Chronic RespiratoryDiseasesThe Need for a Consumer Reports, ,,/ ., .7...-- .7.7, .=',1,,2,771",uor,77X,W7

144

37.Waters, M. KITS AVAILABLE The Man Who Wrote His Own Obituary Reader's Digest, 89:81-83, July 1966. Available .fromAmerican Cancer Society Office (Order by Title): Teacher, Research, Smoking, Career, Student, Poster. ADDRESSES FOR REFERENCE MATERIALS

1. American Cancer Society POSTERS Iowa Division, Inc. 1171/2 N. Federal Cigarette Smoke Is Harmful! Mason City, Iowa 50401 Cigarettes Shorten Lives 100,000 Doctors Have Quit Smoking Cig- 2. Iowa Heart Association arettes 529-36th Des Moines, Iowa 50312 Try a Brand New Switch. Quit. 30" x 60" My Dear, This'll Kill You. 28" x 44" 3. American Medical Association IoWa Tuberculosis and Respiratory Disease 535 North Dearborn Street Association. Chicago, Illinois 60610 Guard Against Heart Attack Posters (set of 6) 4. American Temperance Society 11" x 14" National Office 6340 Eastern Avenue, N.W: RedUce Your Risk of Heart Attack (wallet Washington, D.C. 20012 card) 5. Children's Bureau Publicaticini Iowa Heart Association. U.S. Government Printing OffiCe Washington, D.C. 20402 Cigarette Smoke Is Harmful! 6. U.S. Government Printing office Cigarettes Shorten Lives Washington, D.C. 20402 1'00,000 Doctors Have Quit Smoking Cig- arettes National Clearinghouse on Try a Brand New Switch. 30" x 60" Smoking and Health My Dear, This'll Kill You! 28" x 44" U.S. Piiblic Health Service Washington, D.C. 20201 Order from Iowa Tuberculosis and Res- piratory Disease Association. 8. Iowa State Board of Health Lucas State Office Building Gii44 Against Heart Attack Posters (set of 6) Des Moines, Iowa 50319 11".x 14" Reduce Your Risk of .Heart Attack (wallet card) Reduce Your Risk of Heart Attaak Posters 9. Iowa Ttiberhilods and Respiratdt (set Of 6) 11" z 14" Association - : 1818 High Street Order frOM Iosira Heart Association. Des Moines; rovia 50309

10.U.S. Forest Sep/ice Department of AgricUlture 210 Walnut Des Moines, Iowa 50309