Lesson 11.4: Government Regulation of Tobacco Products

Overview

This lesson focuses on advertising and the role government agencies have taken in trying to decrease access to tobacco products by teens. The lesson also focuses on advocating for vape-free spaces in your communities.

Learning Targets

  • Identify three forms of e-cigarette advertising.
  • Describe what promotion, placement, and price mean in marketing concerning the tobacco industry.
  • Explain what the FDA is responsible for concerning tobacco products.
  • List four bans the FDA has on the tobacco industry regarding e-cigarettes.
  • Examine the four roles of health care providers, school personnel, and family members to analyze which of the four roles you think can have the biggest impact on teens and explain why.

Preparation

For the Warm-Up Activity: Write the journal question on the board, or identify (and copy as needed) the worksheets you plan to use:

For the Content Focus: Open the Lesson 11.4 PowerPoint slides, or make copies of the Lesson 11.4 Note-Taking Guide.

For the Lesson Focus: Copy the Advocating for Vape-Free Community Parks Skill-Building Challenge Worksheet.

Warm-Up Activity

Select a warm-up activity to help get your class focused and on task.

  • Journal Question: Do you think an advertisement for vaping or smoking or chewing tobacco should be on social media sites that are known to attract teens and young adults? Why or why not?
    • Option: Write or project the question, and have students respond in their journals as they enter class.
    • Option: Have students discuss the question with a partner or in a small group.
  • Vocabulary Review: Have students work individually, in partners, or in small groups to complete the Lesson 11.4 Vocabulary Review Worksheet.
  • Quiz: Have students complete the Lesson 11.4 Quiz to assess their prior knowledge.
    • Option: Collect the quizzes, and use them alongside posttests to demonstrate student learning.
    • Option: Have students share their answers with a partner and then go over the answers together as a class.

Lesson Content

Review the content from the textbook lesson.

Option: Use the Lesson 11.4 PowerPoint slides to review the chapter content.

Option: Have students use the Lesson 11.4 Note-Taking Guide to review chapter content. Ask students to work alone, in pairs, or in small groups. Review the questions as a class if time permits.

Lesson Focus: Advocating for Vape-Free Community Parks

  1. Provide one copy of the Lesson 11.4 Advocating for Vape-Free Community Parks Skill-Building Challenge Worksheet for each individual or pair of students.
  2. Have students work individually or with a partner to complete the advocacy task.
  3. Have students use the Internet to search for other communities that may have vaping laws in place they can get information from.
  4. Use the Steps to Community Advocacy to complete the Advocacy project.
  5. Have students share their project with the class or in small groups.

Challenge Activity

Have students who need an additional challenge work on the following critical-thinking task.

Discuss with a classmate the amount of tobacco advertising you see either in stores you go to or on social media. Does the advertising influence you to want to try the product being advertised? Why or why not?

Reflection and Summary

Review the critical content from today’s lesson. Review the learning targets, and ask students to answer each question posed.

Can you…

  • Identify three forms of e-cigarette advertising?

    Examples include store signs, television ads, movies, Internet, social media, and magazines.

  • Describe what promotion, placement, and price mean in marketing concerning the tobacco industry?

    Promotion means promoting their products through branded signs, displays, and shelving units, with more promotions in convenience stores than any other type of store because 70 percent of youth tend to shop in a convenience store at least once a week. Placement is where to strategically place tobacco products and marketing materials to make sure they have the most exposure and to increase sales. The best place is the checkout counter. Prices of tobacco products are raised by the government due to tax increases, which benefit public health because fewer people buy. The tobacco companies realize this and drop the wholesale prices or offer coupons or multipack discounts to keep prices affordable.

  • Explain what the FDA is responsible for concerning tobacco products?

    The FDA regulates the manufacturing, marketing, and distribution of tobacco products to protect the public health and to reduce tobacco use by minors.

  • List four bans the FDA has on the tobacco industry regarding e-cigarettes?
    • Sale of e-cigarettes to minors
    • Free samples of e-cigarettes
    • Vending machine sales of e-cigarettes, except in adult-only facilities
    • Sale of flavored e-cigarettes
  • Examine the four roles of health care providers, school personnel, and family members to analyze which of the four roles you think can have the biggest impact on teens and explain why?
    • They help teens understand the dangers of nicotine, e-cigarettes, and other tobacco products.
    • They ask teens whether they use tobacco products, and encourage those who do to quit and provide help with quitting.
    • They teach teens how to analyze media and Internet use to be able to tell what is truthful and what is not.
    • Family members should set a good example by not using tobacco products.

Assessment

Complete one or more of the following assessment tasks for this lesson.

  • Quiz: Have students take the Lesson 11.4 Quiz.
  • Vocabulary Review: Collect the Lesson 11.4 Vocabulary Review Worksheets, and evaluate them for accuracy.
  • Note-Taking Guide: Collect the completed Lesson 11.4 Note-Taking Guides, and spot check one or more items for completion and accuracy.
  • Skill-Building Worksheet: Have students submit the Lesson 11.4 Advocating for Vape-Free Community Parks Skill-Building Challenge Worksheets, and use the Advocacy Holistic Rubric to evaluate their skill development.
  • Journal Question: Ask students to respond to the journal question again, adding information they learned from today’s class. Require a one-paragraph response that uses proper grammar.

Take It Home

Find out whether your state has a comprehensive smoke-free law and, if it does, what exactly it covers. Once you know this information, talk to a family member about what you found, and decide whether you agree or disagree with the law in your state. Explain why.