Lessons

How Countries Deal with HIV/AIDS

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Brother Paul heads out at night with baggies filled with biscuits for kids, and medicines for adults with HIV. He also distributes clean needles and condoms to those in need. Image by Veejay Villafranca. Philippines, 2015.

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The DOH pointed out the changing demographic profile of people living with HIV, with infection rates pooling among younger age groups. HIV infection rates increased by 780 percent among those aged 15-24 from 2001. Image by Veejay Villafranca. Philippines, 2015.

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Lovemore Dzimiri (far right) with members of the HIV/AIDS support group in the rural village of Nyamutora, Zimbabwe. Image by TJ Maposhere. Zimbabwe, 2015.

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Pedro Robles died from AIDS in a Tijuana, Mexico, hospice in 2013 without ever receiving treatment. Image by Malcolm Linton. Tijuana, 2014.

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The HIV epidemic in Cebu has been traced back to injecting drugs and sharing needles. One in two of people who inject drugs (PWID) is estimated to have HIV. Image by Veejay Villafranca. Philippines, 2015.

Objective:

By the end of this lesson, students will be able to analyze and explain the central idea of five multimedia reports on HIV worldwide in order to understand the challenges associated with the virus.

Warm-up:

Write down answers to the following the questions:

  1. How long do you think someone can live with HIV/AIDS?
  2. What countries do you think have a problem with HIV/AIDS?
  3. What might be different about the life of someone who has HIV/AIDS versus someone who does not?

Introducing the Lesson:

In this lesson, you will explore how HIV/AIDS is impacting people around the globe by exploring the following five resources:

  1. “Meet the Journalists: Ana P. Santos and Veejay Villafranca” by Ana P. Santos and Veejay Villafranca
  2. “A Catholic Monk in The Philippines Defies his Church to Help People with HIV” by Ana P. Santos
  3. “Philippines: HIV Cases Could Reach 133,000 by 2022” by Ana P. Santos
  4. “Ending AIDS, Ending Confusion” by Jon Cohen
  5. “Mexico: No End in Sight” by Jon Cohen

Introducing the Resources:

As you take a look at the resources, answer the accompanying questions and consider the following:

  1. What is the central idea of the article?
  2. What is one sentence that represents that central idea?
  3. After reading each resource, write a short summary explaining the central idea of the resource.

Activitiy:

After reviewing the five resources,  write a short (3-5 sentence) response to the following prompts:

  1. What can be done to prevent the spread of HIV/AIDS?
  2. What are some misconceptions about people with HIV/AIDS?
  3. What are governments doing correctly/incorrectly in regards to the HIV/AIDS crisis?

Extension Activity:

Option 1. Using what you know from reading the resources, write a letter to a doctor setting up a clinic in a developing country, giving him/her advice on how to run a clinic that will not only be efficient, but also inclusive.

Option 2. Research to see if any celebrities or public figures that you know have HIV/AIDS. How did it affect their lives? How were their experiences different from the subjects in the article you read? Write a short presentation summarizing what you learned and be prepared to present to the class.

Educator Notes: 

CCSS.ELA-LITERACY.W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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