Lesson plan: South Africa's AIDS epidemic

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Objectives

Students will:

• Examine the effects of AIDS on children in South Africa.
• Research the AIDS epidemic in South Africa and its consequences.
• Describe long-term social, political and economic consequences of widespread AIDS in South Africa.
• Explain how the value system of a society exerts great influence on the attitudes and behavior of people.

Standards

National Council for the Social Studies

IX. Global Connections

At the high school level, students are able to think systematically about personal, national and global decisions and interactions and consequences, including addressing critical issues such as peace, human rights, trade and global ecology.

X. Civic Ideals and Practices

High school students increasingly recognize the rights and responsibilities of citizens in identifying societal needs, setting directions for public policies and working to support individual dignity and the common good. They learn by experience how to participate in community service and political activities and how to use democratic process to influence public policy.

Suggested time

One to two class periods

Materials

CNNfyi article, "A haven for AIDS homeless"
Internet access
Materials for creating charts or multimedia presentations

Procedures

1. Survey the class to assess students' knowledge of HIV/AIDS. Discuss the AIDS epidemic in the United States and the world as well as prevention campaigns and social implications. Talk about the International AIDS Conference held in July in South Africa. Ask students if they are aware of the international attention on Africa since reports listed staggering numbers of AIDS cases there. Discuss what happens when parents die of the disease.

2. Have students read the CNNfyi article "A haven for AIDS homeless." Then ask the following:

• Who is Nkosi Johnson? How did he meet Gail Johnson? Where is Nkosi's Haven? Why was it established? What happens to children of deceased parents in villages where there are no shelters? How many women live there with children? How would you describe Gail Johnson's vision for her project?
• What do you think will happen to these orphans? Why do you believe AIDS-stricken people are being rejected? Do you agree or disagree that children with AIDS should not be allowed in schools? Explain.
• Why do you think that Feroza Mohamed is an outcast in her home village? "I need to know that I am offering comfort and ... a life of substance to people who've been rejected," Gail Johnson said. Based on that statement, what motive is there for Johnson to initiate such a project? Explain why this type of humanitarian gesture and concern is necessary. Do you believe that people should feel obligated to help others in need around the world? If not, explain. If so, to what extent should people go to assist others?

3. Group students into three teams and have each team research either long-term social, political or economic consequences of widespread AIDS in South Africa. Direct students to online and media resources for their research. Groups may want to consider any of the following questions/issues: How will poor nations pay for vaccines or treatment? Who will assist these nations with funding? What government financial assistance is available, if any? What are AIDS patients' legal rights? How are AIDS patients' social lives changed because of this disease? What political implications are involved with AIDS? After researching consequences, direct each group to present its findings.

4. Have members of each group brainstorm for ways to educate their community and the world on their plan for action.

Assessment

Allow each group time to create a plan that would educate others and have them present their ideas to the class. Encourage students to create plans that would prompt people to become active in their local or global communities. Direct them to create media presentations or charts to illustrate their ideas.