Tobacco Industry Unit - Grade 9

Tobacco Industry

Foundational Objectives and Learning Objectives

Level A - Extend Knowledge Base

Foundational Objectives

Students will understand the purpose of advertising and promotions, and why tobacco manufacturers target specific groups of consumers.

Students will acquire and evaluate multiple sources of information to explore how image advertising works.

Learning Objectives

Students will:

• be aware of why teens smoke and/or chew tobacco, and the stages of tobacco initiation
• examine personal knowledge in terms of what they already know and what they want to know (CCT)
• describe reasons why tobacco manufacturers advertise their products
• identify why young people are a valuable target market for tobacco companies
• evaluate multiple sources of tobacco information and the information itself as part of critically examining the role of tobacco promotions
• identify the marketing and promotional 'vehicles' used by tobacco companies
• identify the techniques of image advertising used by tobacco manufacturers which encourage young people to smoke
• analyze tobacco advertising to identify the intended messages and target audiences
• consciously evaluate what is being read, heard, or viewed (CCT).

Level B - Make an Informed Decision

Foundational Objective

Students will decide what grade 9 students can do to counter tobacco promotions and to become effective advocates for health.

Learning Objectives

Students will:

• explain the concept and role of advocacy
• generate strategies/alternatives to counter tobacco promotions in their community
• assess their current use of leadership skills for purposes of promoting health
• predict the consequences of various strategies to counter tobacco promotions
• establish criteria and use them to evaluate alternatives/strategies (CCT)
• establish a goal that promotes counter strategies to tobacco promotions.

Level C - Carry Out Action Plan

Foundational Objective

Students will plan to express their views on tobacco marketing and become advocates for health.

Learning Objectives

Students will:

• construct clear, achievable goals and plan to meet them (IL)
• design action plans that include strategies to counter tobacco promotions
• identify the skills and traits of a support person who can monitor leadership skills in promoting health
• identify criteria and use them to assess the design elements of action plans
• carry out their action plans and evaluate the implementation
• revise the action plans based upon specific criteria (CCT).

Unit At a Glance

Background Information for the Teacher

In a grade six Health Education unit on addictions, students had an opportunity to consider their own personal standards about tobacco as well as those of their family.

In this unit, the emphasis is on the tobacco industry and the strategies it uses to encourage young people to start smoking. As is the case throughout grade 9, the Tobacco Industry Unit focuses on health promotion and leadership in the form of advocacy .

Preventing Tobacco Use within a Comprehensive School Health Framework

Comprehensive School Health (CSH) recognizes that many different factors affect the health and well-being of students. Their health is affected by the physical condition of the home, school, and community; economic and social conditions; the availabili ty of health services; and the quality and impact of health promotion.

Comprehensive School Health is a framework of making connections within the community, school division, and health district. Effective partnerships among teachers, parents, peers, health professionals, and community members who can contribute to the we ll-being of students. For example, each Saskatchewan health district has a health promotion person. These professionals are strong allies throughout this unit as both tobacco and youth are priorities in health districts.

The CSH approach helps teachers reach students and promote health within and beyond the classroom. It is one of the best approaches educators can take in teaching students to avoid tobacco and adopt values, skills, and actions that will help them grow, succeed, and remain smoke-free (Improving the Odds, page 93).

An overview of Comprehensive School Health is provided in the Introduction of this curriculum guide. The resource Improving the Odds dedicates chapter 14, 'Comprehensive School Health: Developing Skills, Values and Behaviours for Smoke-Free Live s', to an explanation of how CSH applies directly to the topic of tobacco. A one-page chart clearly indicates whom teachers might connect with at the home, school, neighbourhood, school division, and community levels. The chart also indicates who might do what throughout the teaching of this unit about the tobacco industry.

Special Needs Groups

When the Health Education topic is tobacco, students with special needs include those of Indian and Métis ancestry, students with low motivation, students with low literacy capabilities, and ESL students.

Many students learned of the consequences of smoking in the optional grade 6 unit on addictions. In spite of the dangers, some students are seasoned smokers by grade 9. They possess little or no motivation to quit. In this unit, youthful smokers learn how they are being manipulated by the tobacco industry to spend their money and make the tobacco manufacturers wealthy. This perspective may give students with low motivation to quit something to think about, but it is unrealistic to expect them to become instant health advocates.

Tobacco use is more prevalent among people with lower education, income, and occupational status. At this time, we do not know the specific relationship between literacy and smoking.

Different ethnic groups have different attitudes and behaviours regarding smoking. 'Loose tobacco holds a significant role in the traditional cultures of some Aboriginal groups. However, the use of cigarettes is associated with western culture. Many Ab original groups distinguish traditional use from modern abuse' (Improving the Odds, page 120).

For students whose first language is not English, the CD-ROM version of Improving the Odds may be a valuable support to new vocabulary and language instruction.

Guidelines for teaching these special needs groups are included in chapter 17, 'Special Issues and Students with Special Needs', in Improving the Odds.

Instructional Strategies/Methods	Teaching Notes
Direct Instruction: structured overview	Provide students with an overview of what is to be included in this unit. Refer to the wall chart of the Decision-making Process and advise students that they will be designing and carrying out action plans in Level C of this unit of study. The action plans will feature promoting health, as that is the focus of Health Education throughout grade 9.
Interactive Instruction: brainstorming	Have the students brainstorm answers to the question, 'Why do teens smoke or chew tobacco?'. They are likely to suggest the following reasons and many more: to fit in because it is 'cool' to be independent because their parents do not like it to lose weight. In debriefing the brainstorming activity, categorize the students' responses into four categories: to enhance or change self-image as a response to body image as a social tool as a response to stress. These broad categories are explained further in Improving the Odds on page 87. See Health Education: A Bibliography for the Middle Level (1998) for ordering information.
Direct Instruction: mini-lecture	There are basically five stages of initiation with tobacco, from the time of first exposure to addiction and dependency. The stages are: preparation trying stage experimentation regular use dependency and addiction. Additional information on each of these stages can be found on pages 88-89 of Improving the Odds.
Direct Instruction: guides for reading, viewing, and listening	Show the video Mara's Breathtaking Story and prepare students to view it for two purposes: reasons teens smoke and the stages of smoking from preparation to addiction. Note: Mara's Breathtaking Story is available at Media Group. It has been placed there with unlimited duplication rights. See Health Education: A Bibliography for the Middle Level (1998) for ordering information. Debrief the video viewing by creating two columns on the chalkboard: Reasons Teens Smoke and Stages of Initiation. Ask students to recall different reasons, as identified by Mara, for why teens smoke. Examples from the video include: to control or lose weight it is a cool and adult thing to do plenty of encouragement exists to smoke adults do not like it so it is a rebellious thing to do role models like Mom and Grandma have always smoked. Also ask the students to recall examples of Stages of Initiation: preparation stage (Mara's comments from the restaurant window about advertising, the role modelling by her mother and grandmother) trying stage (there is no clear indicator of this but it may have been one day in the car on the drive to school when she first arrived in the neighbourhood) experimentation stage (Mara smoked in social situations like the restaurant and in the car) regular use stage (Mara appears to be a regular smoker at school and at home) dependency and addiction stage (her mother and grandmother are both at this stage).

Student Assessment Techniques The interactive instructional method of brainstorming is suggested as a way of introducing the unit because student responses inform teachers of what students already know about teens and their reasons for smoking. The video, and the discussion-orient ed debriefing that follows it, provide teachers with some indication of students' attitudes about smoking. There is no need to assess students as the activities are designed to increase student awareness and to act as background information for teachers i n terms of what students' knowledge base might already include.

Instructional Strategies/Methods	Teaching Notes
Interactive Instruction: discussion and Indirect Instruction: personal reflection	The 'Image Gap' activity located in Smoke-Free for Life (see bibliography) is one means of increasing students' awareness of their self-image. It encourage students to apply a problem-solving approach to indications of negative self-image. The a ctivity helps students realize that this image gap is what can make young people vulnerable to tobacco advertising.
Interactive Instruction: discussion and small group activity and Indirect Instruction: personal reflection	'Closing the Gap' is another useful activity located in Smoke-Free for Life. It is designed to help students understand that sometimes youth use smoking as a solution to self-image problems. The activity closes with an effective slogan and accom panying poster entitled 'Cigarettes Can't Solve Problems'. Divide the class into small groups and ask each group to appoint a recorder and a reporter. Each group is to brainstorm answers to the question, 'Why do tobacco manufacturers advertise their products?'.
Interactive Instruction: brainstorming	Debrief the brainstorming activity by gathering feedback from each small group. Categorize the groups' responses into the following broad categories: to attract new consumers — people who have not smoked before to retain existing consumers and encourage them to remain 'loyal' to the advertiser's brand to influence people who normally buy a competitor's brand to switch to the advertiser's brand (Improving the Odds, page 69).
Interactive Instruction: role playing and small group activity	The activity 'Thinking Like a Tobacco Company', found in Smoke-Free for Life, illustrates that tobacco advertising is designed to take advantage of the fragile self-images of young people.
Direct Instruction: guides for reading, viewing, and listening	Show the 'Market Strategy' segment of the video Pack of Lies to compare what the tobacco industry says about its purposes of advertising, and what marketing research experts state are the real purposes of advertising. Note: The video, Pack of Lies, is available through Media Group Incorporated. It has been placed there with duplication rights. See the bibliography. Market researchers declare that the purpose of tobacco advertising is to promote sales and profits by: reassuring and retaining concerned smokers recruiting new young smokers capturing switchers. The tobacco industry claims that the only purpose of advertising is to affect the "switcherse".
Interactive Instruction: discussion and Direct Instruction: mini-lecture	Invite the class to discuss the question of why tobacco companies would want to target youth. Record the students' reasons on the chalkboard. Emphasize the importance of what students have offered by comparing their ideas to those provided in Improving the Odds on page 70. A mini-lecture might include the following key points on why tobacco companies see youth as a valuable target mar ket: the tobacco industry needs new customers to replace the ones who die each year or who quit smoking young new customers become long-term and long-paying customers because they get hooked early and spend, on average, a thousand dollars a year for the rest of their lives buying cigarettes many young people have a set amount of money to spend each week so tobacco companies want to lure them into spending that money on cigarettes adolescence is a time of uncertainty so tobacco companies capitalize on that vulnerability and make young people think that smoking is the adult and independent thing to do, when really their hope is that young people will become 'slaves to their cig arettes'.

Student Assessment Techniques Students might write a paragraph, prepare an audio tape, or produce a short drama or skit to demonstrate the degree to which they can describe reasons why tobacco manufacturers advertise their products. Having students develop a list, in oral or written fashion, is an appropriate means of assessing growth related to their abilities to identify why young people are a valuable market for tobacco companies. Encouraging students to create a bulletin board or video is also an appropriate means of assessment. Consider the abilities and interests of students when deciding on techniques to assess the degree to which they have achieved this objective.

Instructional Strategies/Methods	Teaching Notes
Independent Study: homework	Ask students to note, for a one-week period, all of the tobacco ads they see, including ads for events sponsored by tobacco companies. Suggest looking at magazines, newspapers, television, movies, in stores, on billboards, etc. Ask students to keep jou rnals and to note where they see an ad or promotion. They should note the following: the name of the magazine, television program, etc. in which the ad appeared what the ad is promoting to whom the ad is targetted. Ask students to total the number of promotions they saw throughout the week, and to bring their journals to class (Improving the Odds, page 71).
Interactive Instruction: discussion	Ask students to report on their findings. Facilitate a class discussion that emphasizes the key points outlined on page 74 of Improving the Odds: the variety of places where students saw tobacco advertising and promotions the form the advertisements took to whom they were designed to appeal and why. Bring closure to the discussion by listing the 'vehicles' used by tobacco manufacturers to promote their products. They include: sponsored events advertising packaging in-store promotions product placements (Improving the Odds, page 72-73).
Direct Instruction: guides for reading, listening, and viewing	Show the eight-minute video, Say Good-bye Joe Camel (see bibliography). It is an excellent source of information about additional strategies used by tobacco manufacturers to market their products to youth. The strategies include the use of a car toon character, Camel cash, and more. Through this video, teen viewers learn very clearly how they are being manipulated by the tobacco industry.
Interactive Instruction: discussion	Enlarge a tobacco advertisement so all members of the class can see it. Provide each student with copies of a Sample Checklist for Evaluating Health-related Sources of Information (Appendix 9-B) and a Sample Checklist for Evaluating Health-related Information (Appendix 9-C). As a class, use the first instrument as a tool in evaluating the selected tobacco advertisement as a source of health-related information. In this case, the author is the advertising company hired by the tobacco manufacturer and the source is the tobacco company that produces the particular brand of cigarettes.
Direct Instruction: guides for reading, viewing, and listening	Show the 'Reassuring Smokers' segment of the video, Pack of Lies. Prepare students to watch the segment to learn about how information is passed on to consumers through pictures rather than through words. Use the Sample Checklist for Evaluating Health-related Information to evaluate the information contained within the advertisement. Remind students that information in tobacco advertisements is presented through pictures rather than through words. Against which criteria does this particular tobacco advertisement rate poorly? Is this tobacco advertisement a reliable source of information? Why or why not? Is the information scientifically accurate? Why or why not?
Interactive Instruction: peer practice	Select a second tobacco advertisement and enlarge it so everyone can see it. Ask pairs of students to use the two checklists identified earlier to evaluate the second tobacco advertisement as a source of information and to evaluate the information cont ained within the advertisement. If the work done by each pair is to be assessed, be sure to advise students accordingly. Against which criteria does this particular tobacco advertisement rate poorly? Is this tobacco advertisement a reliable source of information? Why or why not? Is the information medically accurate? Why or why not?
Independent Study: assigned question	Select a third tobacco advertisement. Ask each student, individually, to evaluate it as a source of health-related information and to evaluate the information contained within the advertisement. Advise students ahead of time that their individual responses will be collected and used as part of their Level A assessment data for this unit.

Student Assessment Techniques Each student's portfolio contains assessment data regarding the student's ability to evaluate sources of information and the information itself. The degree to which students have achieved this learning objective can be determined through their peer-pr actice work and their individual work. Students' abilities to identify marketing strategies can be assessed by having students analyze a variety of advertisments.

Instructional Strategies/Methods	Teaching Notes
Interactive Instruction: brainstorming and discussion	Divide the class into small groups and ask the groups to brainstorm a list of six brands of cigarettes. Next, ask them to identify the images associated with each brand, and the lifestyles associated with each brand. Compare the brands, images, and lif estyles identified by each small group. Students will likely include some of the following: Brand Images Lifestyle Player's Tennis, auto racing Glamorous, adventurous DuMaurier Golf, the arts Cultured, affluent Marlboro Cowboy Self-sufficient, independent Virginia Slims Thin young women Independent, self-sufficient Camel Camel in cartoon style Popular, affluent, fun-loving Continue with the 'Power of Image Advertising' activity described on page 78 of Improving the Odds. Follow it with the 'Hidden Messages' activity from the same resource.
Interactive Instruction: discussion and small group activity	Introduce 'The True Story' activity, found on page 47 of Smoke-Free for Life, where students analyze cigarette ads by comparing their stated and unstated messages with 'the true story'. 'Joe Camel: The Later Years' is a particularly powerful ima ge.
Interactive Instruction: discussion and small group activity and Indirect Instruction: personal reflection	Conclude Level A of the Decision-making Process with the 'Freedom to Smoke' activity outlined on page 83 of Smoke-Free for Life. Throughout the activity, students come to realize how cigarette advertising exploits people's desire for freedom and independence. The personal reflection activity, subtitled 'Are You Talking to Me?', provides a strong transition into Level B in which students have an opportunity to consider their health promotion options and the consequences of such options.

Student Assessment Techniques Students' abilities to identify and analyze techniques and messages of tobacco advertising can be assessed by providing students with a tobacco advertisement that they have not seen or discussed in class and asking them to: identify the technique of image advertising evident in the advertisement analyze the ad to identify the intended message and the target audience use appropriate criteria to evaluate the advertisement as a source of tobacco information use appropriate criteria to evaluate the health-related information contained within the advertisement. Student Evaluation Techniques for Level A of the Decision-making Process Gather all of the assessment data located in each student's portfolio and use it to make a judgement and assign a mark that reflects the degree to which the student has attained the learning objectives within Level A - Extend Knowledge Base. A student 's achievements in Level A make up one-third of his or her mark for the Tobacco Industry Unit.

Decision-making Process Level B - Make an Informed Decision 3. State the challenge. Explore alternatives and consequences. 4. Make a decision. Set a personal goal. Learning Objectives Students will explain the concept and role of advocacy. Students will generate strategies/alternatives to counter tobacco promotions in their community. Students will assess their current use of leadership skills for purposes of promoting health. Students will predict the consequences of various strategies to counter tobacco promotions (CCT). Students will establish criteria and use them to evaluate alternatives/strategies (CCT). Students will establish a goal that promotes counter strategies to tobacco promotions.

Instructional Strategies/Methods	Teaching Notes
Direct Instruction: mini-lecture	Use the wall chart of the Decision-making Process to indicate the progression from Level A to Level B, where students will decide what they can do to counter tobacco promotions and to become advocates for health. Review the determinants of health introduced at the beginning of the school year in Level A of the Decision-making Process Unit for grade 9. Also review the health promotion strategies presented in Level A of the same unit. There are several tobacco-re lated examples in both Levels A and B of the Decision-making Process Unit that demonstrate how health promotion exists within the larger context of the determinants of health.
Interactive Instruction: discussion	Discuss the role and merits of public advocacy. Discuss various answers to questions such as: Can people make a difference in influencing the actions of tobacco companies? If so, what types of action can be taken? Do you have a responsibility to act in response to your concerns? Show the 'Action' segment of the video Pack of Lies, for further responses to these questions. Also, see Improving the Odds (pages 81-86) for more information on advocacy.
Direct Instruction: mini-lecture	As a starter list, provide students with some ideas about what they might do to 'promote health' in their community when the health-related topic is tobacco. A variety of student activities that promote health are included in the 'Telling It Straight' activity and the 'Getting Active' activity in Smoke-Free for Life.
Direct Instruction: mini-lecture and Indirect Instruction: personal reflection	Before students begin adding to the list of possible strategies, pause and review the leadership skills needed to promote health. Refer to the list of skills students generated in the Decision-making Process Unit. Discuss advocacy and how leadership sk ills can make a person a more effective advocate. Use the handout, Assessing My Leadership Skills for Promoting Health (found in Appendix 9-D), to help students assess their current use of leadership skills for the purpose of countering tobacco promotions in their communi ty. It is important to remember that some grade nine students smoke. As a result, some students may possess particular leadership skills that they are unwilling to use when the health-related topic is tobacco. For example, students who smoke may be willing to use their leadership skills of 'speaking and behaving in a positive manner' and 'treating all people with respect' for purposes of building healthy public policy, but may not be willing to use those same skills to monitor the enforcement of legislatio n about not selling tobacco to minors.
Interactive Instruction: small group activity	Use the 'Thinking Like a Citizen' activity in Smoke-Free for Life to help students generate a list of social action strategies available to grade 9 students. Some classes might need concrete examples. The activity 'Getting Active' from Smoke-Free for Life may be helpful. The 'Do Something!' part of the activity provides an extensive list of health promotion activities for students who need motivation or ideas to get started. In other classes, student leadership may be evident and motivation may not be an issue. In those cases, the resource Tobacco-Free Youth: An Activity Guide!! (see bibliography) includes twenty-five activities appropriate for grade 9 studen ts. A section of eight activities pertains specifically to the topic of tobacco advertising and promotion. Divide the class into small groups. Have each group review the eight activities and choose one that seems well-suited to their community and the gro up's collective leadership skills.
Direct Instruction: mini-lecture and demonstration	Draw attention to the wall chart of the Decision-making Process and Step 3 of Level B, Make an Informed Decision. Step 3 includes three aspects: stating a challenge generating alternatives to meet that challenge exploring the consequences of each alternative. Lead the class through Step 3 in the following manner: State the following classroom challenge: 'Our challenge is to promote strategies to counter tobacco promotions in our community'. Refer to the strategies or activities selected by the small groups of students. Suggest that the task is to decide which one (or more than one) is best suited to their community, their leadership skills, and the challenge. Remind students that in grades 6 to 8 they explored the short-term and long-term consequences of alternatives as a means of selecting the best alternative to meet a specific challenge. Also, remind them of the specific selection criteria they stud ied in the Decision-making Process Unit earlier in grade 9. In order to compare the alternatives or activities selected by the students, provide such criteria as: time Which alternative can be completed in the time available? cost Which alternative can we afford? support For which alternative do we have adequate support? challenge Which alternative best meets our challenge? skills Which alternative do we have the leadership skills to implement? Re-introduce the matrix as a tool to assist in evaluating alternatives based upon specific criteria. Insert the alternatives, or in this case, activities, along the first column of the matrix and the criteria along the top row. The terms low, medium, a nd high serve as a simple rating scale. Produce the matrix on the chalkboard or flipchart so all students can see it. Criteria ------------ Sample Alternatives/Activities Time Cost Support Skills Challenge True Story posters Gear Exchange Letters to magazines re: cigarette ads Interviews with/letters to drug stores about selling tobacco Too Many Ads! The activities that appear in the first column are examples of those available in some of the resources suggested for this unit. The rating of each activity or alternative will vary from class to class and from one community to another. For example, th e activity that has students writing letters to magazine publishers encouraging them to eliminate tobacco advertising from their publications might rate HIGH against the criterion of Challenge in a community where magazines are sold at book stores and new s stands. The same activity might rate LOW in a community where there is little opportunity for the sale of magazines. Activities rate high against the criterion of cost if there are no costs involved. Demonstrate the process of completing the matrix by rating each alternative or activity against each criterion. Compare the scores to determine the best activity or the best two or three activities for the challenge, the class, and the community.
Interactive Instruction: talking circle/ circle of knowledge	Review the elements of an effective goal statement using a talking cirlce. Refer to the grade 6 Decision-making Process Unit, Level B. Write the challenge statement on the chalkboard. It acts as a beginning point for creating a goal statement. 'Our challenge is to promote counter strategies to tobacco promotions in our community.'
Indirect Instruction: personal reflection or Interactive Instruction: peer partners	In grades six and seven, students designed and carried out individual action plans to affirm their personal standards and to commit themselves to health-enhancing behaviours. In grade eight, students carried out individual action plans of personal comm itment but they also worked in pairs to support a peer who was working toward health-enhancing behaviours. Now, in grade nine, some students may choose to work alone to develop strategies to counter tobacco promotion in their community. Other students may choose to work in pairs or small groups. Students who work alone will need to establish their own goal statements while those who work in pairs or small groups will need to establish a goal statement for the group. Goal statements will be similar to: 'My/Our goal is to counter tobacco promotions in the community by __________________________________.'. Students who intend to design and carry out action plans on their own can still work in pairs to help one another refine their goal statements, if necessary, and make their goal statements more specific by adding dates. Ensure that students date and sign their goal statements, as they are to be submitted as part of their Level B assessment.

Student Assessment Techniques Students' abilities to explain the concept and role of advocacy can be assessed by arranging for students to explain, in written or oral format, what advocacy is and the role it plays. Students' abilities to generate and evaluate alternatives and cons equences can be assessed by using a case study. Assessment data for leadership skills may be located in students' portfolios if they were saved and placed there earlier in Level B. Goal statements written by individual students or small groups of students can be used to assess the degree to which students can develop goals that are clear, specific, attainable, and measurable. Student Evaluation Techniques for Level B of the Decision-making Process Assessment is the process of gathering data while evaluation is the process of making a judgement based upon that data. Assign a mark that reflects the students' achievements as demonstrated in the assessment data. Students' marks for Level A plus Lev el B make up two-thirds of their marks for the entire unit. The remaining third of the mark will be determined in Level C.

Instructional Strategies/Methods	Teaching Notes
Direct Instruction: structured overview	By this point in the unit, step-by-step action plans are being created to achieve the goal statements declared at the conclusion of Level B. Using the wall chart of the Decision-making Process, provide an overview of what students can expect throughout Level C.
Direct Instruction: mini-lecture and Interactive Instruction: discussion	Review the elements of an effective action plan. Prepare students to design an action plan which individual and small groups of students counter tobacco promotions in their community. Review also the students' ideas for activities to counter the promotion of tobacco. They probably eliminated some of their ideas because they rated poorly when evaluated against such criteria as time, money, or the need for leadership skills to carry t hem out. Note: In some grade 9 classrooms, it might be appropriate to plan one class activity rather than several individual or small group activities. To keep the large group on track, outline the students' ideas for the action plan on the chalkboard where all can see the planning details as they emerge. Use who, where, what, when, why, and how as organizers. See Appendix 9-F for a Sample 5WH Checklist for Planning. This generic checklist includes the elements of an effective action plan. Have students delete questions that may not apply to this planning session. In addition, b e sure to add specifics that apply to the students' goal statements related to countering tobacco promotions. For example, it might be helpful to add the question 'What leadership skills are needed to carry out this activity and attain our goal?'. Bring closure to the planning session by drawing the students' attention to the fact that they will need to use some basic leadership skills as they plan, carry out, and evaluate activities to counter tobacco promotions in their community. To ensure su ccess, encourage students to consider their current skills and strengths as they decide who will do what. Adding such a question to the "Who" category of the 5WH Checklist for Planning might be a good idea.
Indirect Instruction: personal reflection	The next step is for each student to select a support person, even if the action plan is to be a whole-class project. Provide each student with a one-page handout that lists the traits of an effective support person. This information was presented in t he grade 9 Decision-making Process Unit. Next, ask each student to list the leadership skills they rated as a 3 or 4 on the rating scale when they assessed their current level of leadership skills for promoting and advocating health. These are leadership skills that they use moderately well o r very well. Give each student a worksheet such as the one in Appendix 9-G, Selecting a Support Person to Monitor Leadership Skills. After listing traits of an effective support person and identifying his or her own skills, have each s tudent name a person who is likely to make an effective support person to monitor leadership skills. Monitoring of these skills needs to occur during the planning, implementation, and evaluation of the plan to counter tobacco promotions. Students should p ay particular attention to their explanation of why this person is likely to be a good support person. Advise students that this information will be used as Level C assessment data.
Independent Study: homework	Provide students with examples of action plan outlines. A Sample Body Image Action Plan (Grade 6: Affirm Standards), Assertiveness Action Plan Outline (Grade 7: Commit Self), and a Sample Action Plan for the HIV/AIDS Unit (Grade 8: Support Peers) are l ocated in the Appendix for each grade level. A Tobacco Industry Action Plan Outline (Grade 9: Promote Health) is provided in Appendix 9-J as another design option. Assign each student the task of completing a design form such as Appendix 9-J. If the project is a group project, the form should be adapted so the students can include their individual plans to improve their leadership sk ills. For example, the 'How' box can be divided in two to include how the group will achieve its goal and how the individual will achieve his or her goal. Each student should include the name of his or her own support person. Arrange a date for students t o submit their action plans. The student, teacher, and support person sign the action plan at the time of its design.
Direct Instruction: mini-lecture	Review the following information about assessing and evaluating action plans: assessment is the process of gathering information evaluation is the process of making a judgement the action plan is assessed in the design phase implementation of the action plan is evaluated when it has been completed the design elements of the action plan are assessed using a Sample Rubric for Evaluating the Elements of an Action Plan to Promote Health located in Appendix 9-H implementation of the action plan is evaluated using a Sample Rating Scale for Evaluating the Implementation of an Action Plan to Promote Health found in Appendix 9-I.
Direct Instruction: demonstration and Interactive Instruction: peer practice	Arrange the class in pairs or small groups in such a way that students can work with their support person(s). Provide each pair or small group with a copy of Appendix 9-H, A Sample Rubric for Evaluating the Elements of an Action Plan to Promote Health. Have them use it to assess their action plans. Each student submits a copy of the original action plan and a copy of the revised plan based upon assessment feedback from the support person. Check-in dates, celebration dates, and a conclusion date are determined. The parties meet at an agreed-to time and place on the completion date to evaluate the plan and its implementation.

Student Assessment Techniques The sample rubric in Appendix 9-H can be used by the student, the support person, and the teacher to assess the design elements of each student's action plan, or each student's portion of the group plan. The sample rubric in Appendix 9-I can be used by the student, the support person, and the teacher to evaluate the degree to which the student implemented the plan to counter tobacco promotions. Student Evaluation Techniques for Level C of the Decision-making Process Examine all of the data gathered for each student throughout Level C. Assign a mark based upon that data. A student's Level C mark contributes one-third to his or her total mark for the Tobacco Industry Unit.