Lesson Plan July 18, 2016
Questions for "Meet the Journalist: Jon Cohen"
- Where will Cohen report?
- Why did he select these places?
- What does Cohen say is at the foundation of the ending AIDS movement?
- How will Cohen be reporting this story?
Questions for "San Francisco's Bold AIDS Mission Is 'Getting to Zero' by 2030"
- What is the RAPID treatment?
- What is the “Getting to Zero” campaign?
- What is PREP? Why do people take it?
Questions for "Why the South Is the Epicenter of the AIDS Crisis in America"
- Describe the prevalence of HIV in the South.
- According to the CDC, what is the projected percentage of black gay, bisexual and transgender men that will be diagnosed with HIV in their lifetimes?
- What is the leading cause of people dropping out of HIV care?
- What does Driffin say is the achilles heel of HIV prevention in the south?
Questions for "Ending Aids in New York Means Finding the Most Vulnerable"
- What percentage of people living with HIV in the United States live in New York City?
- What are the estimated costs for a lifetime of HIV treatment?
Questions for "How Rwanda, Once Torn by Genocide, Became a Global Anti-AIDS Leader"
- How long has it been since Rwanda reported a case of HIV being passed from mother to child?
- Describe the HIV prevention programs in Rwanda before the 1994 genocide.
- What programs have been put in place for young adults that were born with HIV?
Questions for "South Africa's Bid to End AIDS"
- What is the 90-90-90 goal?
- What research challenges the 90-90-90 goal?
- How does the article use graphics to visualize the prevalence of HIV in South Africa?
You will be able to analyze how authors unfold a series of reporting on HIV prevention methods in multiple cities in order to create a resource addressing an HIV prevention method that could support reducing HIV in your own communities.
1. Make a list of things you know to be true about HIV. Consider the following as you make your list:
- How does someone contract HIV?
- What does HIV do to the body if it is not treated?
- What is the difference between HIV and Aids?
- How can someone prevent getting HIV?
- What treatments are available for someone with HIV?
Watch this video to learn more about HIV and the efforts to prevent it.
2. According to UNAIDS, 35.6 million people in the world were living with HIV at the end of 2015. What countries do you think have the largest prevalence of HIV? Click here to check your answer.
3. Additional Challenge: Research the prevalence of HIV in your own community.
4. According to the same UNAIDS report, new HIV infections have fallen 6% since 2010. Make a list of reasons you think the rate of HIV infections has fallen.
5. The first cases of HIV were documented in the mid-1980s. Why do you think that HIV continues to thrive around the world? Who do you think is most affected, and why? Make a list of reasons, and be prepared to share your responses with the class.
Introducing the Lesson:
Today's lesson investigates resources that are part of the reporting project "Ending AIDS" by journalists William Brangham, Jon Cohen and Jason Kane. The project analyzes efforts being made to combat the spread of HIV in communities all over the world.
Watch the Meet the Journalist video attached and answer the accompanying questions to find out how the journalists identified and reported on this project.
Introducing the Resources:
Today, you will investigate efforts in San Francisco, Georgia, New York, Rwanda, and South Africa to prevent the spread of HIV. As you review the following resources, analyze how the authors balanced interviews, facts and images to report their stories by doing the following:
- Answer the comprehension questions that accompany each resource.
- Use a table like the one below to track what you notice in each piece:
History with HIV
Prevention efforts being made in this location
Barriers to preventing HIV in this location
San Francisco, CA
Jot down notes addressing the following questions in order to prepare for a discussion:
- What are the barriers to ending the AIDS crisis globally? What are the most effective solutions?
- How do the barriers that other communities face compare to barriers you see in your own communities?
- Which of the solutions presented in the reporting could be useful to your community?
- How did the authors balance interviews with facts to present each story? What was the impact?
- What moments in the reporting were most compelling? Why? How did the reporters capture and present those moments?
1. Read the attached article "Zimbabwe: It Takes a Village" and use the table above to analyze how the author presents the state of HIV prevention efforts in Zimbabwe. Write a short reflection that compares HIV prevention initiatives in Zimbabwe to another location reported on as part of the Ending AIDS project.
2. Using details from each of the reporting pieces, write an essay that addresses the following prompt: Will we see the end of AIDS? What will it take to see the end of AIDS?
3. Using details from the reporting, create three visual resources for your community members that highlight successful methods to preventing the spread of HIV.
The following lesson plan asks students to analyze reporting on HIV prevention methods in several locations around the world in order to examine how authors balance personal narratives and facts in their reporting. Students will also analyze how prevention methods and barriers to HIV prevention around the world compare to efforts and challenges in their own communities.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
Lesson Facilitation Notes:
1. The lesson plan is written for students to be able to explore the resources and reflection exercises independently. To save time, students could also review the resources in small groups and report their findings to the whole class.
2. Students may need to have an extra sheet of paper, or a blank online document open, to answer the warm up, comprehension and extension questions.
3. The lesson lists several extension exercises. Students could choose one or work through all of the listed exercises.
4. The warm up and post-reading reflections in this lesson could also lead to rich conversations. You may want to work through the lesson along with the students and denote moments for interactive activities.
5. With questions about this lesson, contact firstname.lastname@example.org
REPORTING FEATURED IN THIS LESSON PLAN
×PART OF: Ending AIDSJuly 15, 2016
×PART OF: Ending AIDSJuly 14, 2016
×PART OF: Ending AIDSJuly 13, 2016
×PART OF: Ending AIDSJuly 12, 2016
×PART OF: Ending AIDSJune 29, 2016
×PART OF: Ending AIDSJune 5, 2016