Breaking The Silence

breaking the
silence
Increasing Awareness About HIV and AIDS
An Educational Resource
for Young People in Grades 9-12
breaking the
silence
Increasing Awareness About HIV and AIDS
This educational resource was created by World Vision Canada and
adapted by World Vision Resources, World Vision United States,
2008.
World Vision United States is grateful to Education and Public En-

gagement of World Vision Canada for allowing this resource to be
adapted for use in the United States of America.
World Vision United States also extends its thanks to Global Educa-
tion Department of World Vision United Kingdom for its contribu-
tions to this resource.
Copyright © 2008 by World Vision Inc.,

Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716,
wvresources@worldvision.org. All rights reserved. No part of this
resource may be reproduced by any means without the written
permission of the publisher (unless otherwise indicated).
Editorial Director: Milana McLead

Editor-in-Chief: Jane Sutton-Redner
Project Editor: Laurie Delgatto
Copy Editor: Brooke Saron
Design: Journey Group, Inc.
Sales and Distribution Manager: JoJo Palmer
Printed in the United States of America
ISBN 978-0-9817927-8-1
Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL

VERSION®. NIV®. Copyright ©1973, 1978, 1984 by International
Bible Society. Used by permission of Zondervan. All rights reserved.
During this resource’s preparation, all citations, facts, figures, names,

addresses, telephone numbers, Internet URLs, and other pieces of
information cited within were verified for accuracy. World Vision
Resources has made every attempt to reference current and valid
sources, but we cannot guarantee the content of any source and we
are not responsible for any changes that may have occurred since our
verification. If you find an error in, or have a question or concern
about, any of this information or sources listed within, please contact
World Vision Resources.
Table of Contents
Introduction
Part 1: Session Plans

10 The Global AIDS Pandemic
16 AIDS Through the Eyes of a Child
23 Focus on Hope
Part 2: Educational Activities

28 HIV and AIDS Facts and Opinions
31 HIV and AIDS Quiz Show
33 Web of Contributing Factors and Effects
35 AIDS Eradication Web
37 What Can Be Done?
39 Prescription for Ending HIV and AIDS
40 The Numbers Game
42 What I Want
44 Getting the Message Across
45 HIV and AIDS Marketplace of Ideas
47 HIV and AIDS: Effects on Society and Society’s Effect
48 Peer Education Program Design
49 Comic Strip Creations
50 The Struggle Against AIDS—a Christian Response
52 A Loving Global Community
54 God’s Welcoming Banquet Table
56 Elements of Love
57 Scripture and AIDS
58 The Power of a Caring Community
Handouts and Resources

62 Wildfire Special Instructions Cards
63 Case Studies
67 Our Affected Group Activity Cards
68 Success Stories
70 Participant Instruction Sheet
71 Comic Strip Template
Appendix
74 HIV and AIDS: An Overview
78 Key Points About the Pandemic
79 Glossary of HIV and AIDS-Related Terms
80 What the Bible Has to Say About HIV and AIDS
B R E A K I N G THE S I L E N C E 5
Introduction
A I D S has been called the greatest humanitarian disaster of our lifetime. Since the begin-
ning of the epidemic, 25 million people have died from AIDS-related causes. Every day
nearly 7,400 people become infected with HIV and more than 5,400 people die from
AIDS. According to UNICEF, more than 15millions of children worldwide have lost one
or both parents to AIDS; that number is expected to reach 25 million by the year 2010. Its
power is only enhanced by silence, stigma, and fear.
AIDS is not just a health issue. It is an issue of economics, education, justice, development,
gender, and religion—virtually every aspect of human life. Never before has it been so
important for citizens around the world to break the silence of this pandemic. As Ameri-
cans, we can increase our understanding of the devastating effects of the AIDS crisis and
respond to the needs of those affected by this disease.
As Christians, we are inspired by the compassion of Christ. It is Jesus who calls us to

“love your neighbor as yourself” (Mark 12:31). Following the example Jesus set, we de-
sire to reach out to those affected by HIV and AIDS. We ask ourselves, if we were hungry,
would we not want someone to feed us? If we were sick, would we not want someone to
care for us? If we were alone, would we not want someone to be with us?
This educational tool equips young people to join the growing movement against HIV and
AIDS. Luke 12:48 says, “From everyone who has been given much, much will be de-
manded; and from the one who has been entrusted with much, much more will be asked.”
Use Breaking the Silence to increase awareness of HIV and AIDS and the capacity to
respond in your community. As Americans who have much to be grateful for, let us draw
inspiration from this Scripture and take the first step toward breaking the silence—and the
power—of HIV and AIDS.
6 B R E A K I N G THE S I L E N C E
About This Resource
B r e a k i n g the S i l e nc e is an educational resource for empowering young people

to join the fight against HIV and AIDS. This resource engages learners through a series of
workshops and presentation tools as well as individual activities. Included as part of the
resource are three fully developed learning sessions. These learning sessions can be pre-
sented in schools, churches, youth groups, and other educational settings. Each session is
designed to take approximately 60 to 75 minutes to complete. Sessions can be conducted
independently, or in a series. The sessions are highly adaptable—components can be short-
ened, lengthened, or omitted, depending on group needs.
Breaking the Silence also includes numerous stand-alone activities, including Bible stud-
ies. Activities vary in time from 10 to 40 minutes. These activities can be completed on
their own or added to the session plans noted above to extend time or expand on content.
Combining several activities will also allow you to create additional session plans.
The session plans and activities are intended for young people in grades 9 to 12, but could
also be suitable for an adult audience.
Additional information on HIV and AIDS can be found in the Appendix on pages 74–81.
For further information on HIV and AIDS and the efforts being taken to reduce its global
impact, please visit www.worldvisionresources.
Part 1
Session Plans
Sessi on one
The Global AIDS Pandemic

D u rin g this sessi on, the participants explore the global spread of AIDS
and what it might be like to live in a community that is highly affected by HIV
and AIDS.
» What Do You Know (15 minutes)

» The Impact of AIDS (15 minutes)
s ch e d u l e
» Wildfire Simulation (25 minutes)

» Case Studies (15 minutes)
» Wrap-up (5 minutes)
» Optional Prayer (5 minutes)
» copies of Resource 1, “Wildfire Special Instruction Cards,” found on page 62. You will need
one of each card on the resource.
M at e r i a l s
Needed
» copies of Resource 2, “Case Studies,” found on pages 63-68, one case study for each small
group of four or five people
» self-stick notes, four or five for each participant
» pens or pencils, one for each participant
» newsprint and markers
Session Steps
1 I f y o u c h o ose , begin the session in prayer. Then offer the following comments:
» HIV and AIDS is sometimes a difficult topic to discuss because of the stigma associated
with the disease. Others often harshly judge people suffering from HIV and AIDS, and
we have to ask ourselves why this happens.
» Mother Teresa once observed that those living with HIV and AIDS and other diseases
are “the person of Jesus, often in distressing disguise.”
Discuss this observation as a group. Ask the group what they thought Mother Teresa meant.
Contrast Mother Teresa’s comment with how we know people with HIV or AIDS are often
treated.
2 P r o v id e ea c h pa rt ic ipant with a few self-stick notes and a pen or pencil. Then

invite them to each find a partner. In pairs, their task is to think about what they know about
The Global AIDS Pandemic (continued)
HIV and AIDS. They should come up with at three least things they know and write each on a
self-stick note.
3 N o w ask the pairs to note any questions they might have about HIV and AIDS. They
should also note each question on a separate self-stick note.
4 W hil e t h e pai r s are completing these tasks, you will need to create a two-column chart
on a sheet of newsprint. Write the word “facts” at the top of the left column and the word
“questions” at the top of the right.
5 I n vit e o n e pair at a time to come forward and share aloud what they know about HIV
and AIDS as noted on their self-stick note. Then ask them to post the note in the left column
of the newsprint.
6 R e p e at t h e a b o v e s tep, this time inviting the pairs to share their questions and then
post their notes in the appropriate column.
7 O f f e r t h e f o l l o wing key po int s :

» HIV is the term used for human immunodeficiency virus.
» AIDS is the term for acquired immune deficiency syndrome.
» HIV attacks the cells that fight disease, damaging the immune system. Serious dam-
age to the immune system may not happen for years. But once it is damaged, people
who are HIV-positive develop a group of diseases that are known as AIDS. Viruses and
bacteria that don’t cause serious problems for most people can be life threatening for
someone who has HIV. These are called “opportunistic infections” and include pneu-
monia and tuberculosis.
» HIV is spread through human bodily fluids, especially blood and sexual fluids. The most
common way to get the virus is through unprotected heterosexual sex. Other common
ways to get HIV include the following: mother-to-child transmission during childbirth,
drug users sharing needles, dirty medical equipment, unscreened blood products, and
unprotected male-to-male sex.
» AIDS has been called the greatest humanitarian disaster of our lifetime. Every day nearly
7,400 people become infected with HIV and more than 5,400 people die from AIDS.
» Sub-Saharan Africa remains the region most heavily affected by HIV, accounting for
67% of all people living with HIV and for 75% of AIDS deaths in 2007.
» Young people, age 15-24 years, account for an estimated 45% of new HIV infections
worldwide.
» Women account for nearly half of all people living with HIV worldwide, and more than
half of HIV infections in sub-Saharan Africa.
» Since the beginning of the epidemic, 25 million people have died from AIDS-related
causes.
» By 2010, AIDS in sub-Saharan Africa will orphan an estimated 15.7 million children;
globally, 20.2 million children will be also orphaned. AIDS destabilizes families and
entire societies, leaving children without the care and support necessary to grow up
healthy and thrive.
» AIDS is not just a health issue. It is an issue of economics, education, justice, develop-
ment, gender, and religion—virtually every aspect of human life.
» Rising child mortality rates and falling life expectancy due to AIDS means that much of
the progress made fighting poverty in recent decades is being lost.
» For example, in the hardest-hit area, an emerging middle class is being pushed below
the poverty line by loss of income and by medical bills. Meanwhile, few of the poorest
families can afford to see a doctor. Even fewer can afford AIDS medications.
» Never before has it been so important for citizens around the world to break the silence
of this pandemic.
(The above statistics are taken from UNAIDS Report on the Global AIDS Epidemic 2008.)
8 I nit iat e disc ussio n on the statistics and key points you just presented by asking the
following questions:
» What do you think and feel when you hear statistics like these?
» Were you surprised by any of these facts about HIV and AIDS? Why or why not?
» How many of you were aware of these realities before today?
» Consider the number of people infected with HIV and AIDS. What does that tell you
about how serious this issue is? Is it serious enough to compel you to take action? Why
or why not?
» Imagine that you were born in sub-Saharan Africa. How would it affect your life if you
or your parents became sick with AIDS?
Invite a variety of responses to these questions. Another option would be to divide the partici-
pants into smaller groups and have them share their responses to the questions.
9 E x p l ai n to the participants that they are going to take part in a simulation. They are to
imagine that they are members of a small community who will spend time greeting one an-
other according to some rules. The rules are as follows:
» Circulate throughout the room, shaking hands and exchanging verbal greetings.
» If someone scratches the palm of your hand while greeting you, you must then scratch
the palm of the hand of each subsequent person you greet.
» You cannot avoid shaking hands with people.
» Some of you will be given special instructions. You are to follow those special instruc-
tions above all other instructions.
10 A s k f o r t w o v o l u nteers to be partners for the duration of the game. Give them
each a special instructions card bearing a “P” from the “Wildfire Special Instruction Cards”
resource. Distribute the other special instructions cards randomly to four individuals in the
group. Tell the participants with cards to keep their instructions secret from other participants.
If you have a particularly large group (more than 30), you may want to increase the number
of people receiving special instructions.
11 E x p l ai n that throughout the activity you will be asking the participants to pause, so they
need to listen for the signal to pause (you decide what that signal is, e.g., a whistle blow). Then
tell the participants that they may begin greeting one another according to their instructions.
12 W hil e y o u m o v e around the group, shake hands with as many people as possible and
keep the conversation lively. After a short while, lightly scratch the hand of one participant to
indicate that he or she has been exposed to the virus. This will initiate the spread of the virus.
You will want to be mindful of how much longer you allow the greeting process to go on after
you have initiated the spread of the virus. You ideally want to end with about one-third of the
group infected. This portion (about 33 percent) would be typical of some of the most affected
communities of sub-Saharan Africa. Allow for a few exchanges to occur before signaling the
group to pause (otherwise, you might end up with everyone being infected).
13 Q ui c k ly s u rv e y the participants and have them identify by show of hands which of

them has received a scratch when shaking hands. As long as the total percentage infected is
much less than one-third, you can continue with the handshaking and greeting; otherwise, end
the activity here. Signal to end the activity when you think that about one-third are infected.
14 I n vit e e v e ry o n e to be seated, and then note that this exercise was meant to symbolize
the transmission of HIV through a small community. Bring the group into a circle, and ask all
the participants whose palms were scratched to take one step forward to form a smaller inner
circle. Inform those whose hands were scratched that they were all in contact with HIV and
may have become infected. Then offer these comments:
» Some of you received special instructions on a card bearing a check mark. Even though
you came in contact with HIV, you did not contract the virus or pass it on because you
were using a condom. You may return to the outer circle.
» Two of you in the outer circle received instructions on a card bearing an “A.” You did
not contract HIV because you practiced abstinence by not shaking hands with anyone.
You should remain in the outer circle.
» Two of you in the outer circle were monogamous partners and received your instruc-
tions on a card with a “P.” You chose not to interact with anyone other than your
partner; therefore, you did not contract the virus and should remain in the outer circle.
Note: World Vision’s primaryAIDS-prevention message is abstinence before marriage and mutual faithfulness within
marriage. Not only is this God’s intended means of sexual and marital wholeness and fulfillment, but it is also the
most effective way to prevent the spread of AIDS. We also recognize that there are those who cannot (such as faithful
spouses or girls forced into prostitution) or will not choose to remain abstinent or mutually faithful to one partner.
Because their lives and the lives of their partners are also precious to God, World Vision will recommend consistent
condom use as a secondary strategy. World Vision endorses a balanced ABC (abstain before marriage, be faithful in
marriage, but in certain situations, use a condom) approach to managing the spread of HIV and AIDS, believing it to
be consistent with scriptural truths and God’s commandments of love, compassion, and justice.
15 I nit iat e a large-group discussion using the following questions:
» For those of you who are left in the inner circle, how does it feel to know that you have
been infected with a disease that means you will die young?
» In this “simulated” community anti-retroviral drugs that would help keep people alive
are not readily available.
» How do you feel about the person who infected you?
» Did you infect others? How does that feel?
» For those of you who are in the outer circle, how does it feel to know how close you
came to being infected but are safe?
» Imagine that you do not understand how this disease is transmitted, only that many
people in your community are becoming sick from it and dying; does this realization af-
fect how you feel about those who are infected? How do you think this may cause you
to act toward them?
» Were any of you unsure as to whether you were infected or not? How did this feel?
» In many African communities, HIV testing is not available—imagine living with the
uncertainty of this. Even where testing is available, people often avoid testing because of
stigma and fear.
» Consider this: Testing is available, but treatment is not. In this scenario, people often
avoid testing because they do not want to know whether they have HIV (an inevitable
death sentence). What would it be like to have to make that choice?
» In what ways did the simulation help you feel something of the stress and difficulty
faced by people in highly infected areas? How do you think it would be different if this
were a real life situation?
(These questions are adapted from 1st Caribbean HIV and Development Workshop, Facilita-
tor’s Manual, which can be accessed at the United Nations Development Programme Web site
at undp.org.)
16 D iv ide t h e pa rt ic ipa nts into small groups of four or five people. Provide each group
with one of the stories found in resource 2. Then offer the following comments:
» In sub-Saharan Africa, more than half of those living with HIV are women. In part
because of cultural limitations on female rights and freedoms, more African women are
infected than men.
» Nearly 90 percent of all HIV-positive children live in Africa. In most cases, these chil-
dren were either born with HIV or infected through breastfeeding.
» By 2020, AIDS could kill up to 12 percent of Africa’s workforce—as many as 58 million
people.
» The AIDS pandemic also seriously affects the livelihoods of millions of people outside of
Africa. An estimated 2.5 million people are living with HIV in India, with millions more
adults and children made vulnerable by it. HIV prevalence also continues to increase in
places such as East and Central Asia, Vietnam, and Papua New Guinea.
» Let us now examine who is directly infected and indirectly affected by HIV and AIDS by
reading some real-life experiences.
17 Wit h in ea c h g r o up , assign someone to read the case study aloud. Then, as a group,
discuss the questions at the end of the stories.
18 I n vit e s o m e o n e from each group to summarize the group’s case study and discussion.
Then form a circle. Go around the circle and have everyone share one word to illustrate how
he or she feels about the realities of HIV and AIDS in sub-Saharan Africa.
19 C o n c l ude by inviting the participants to join you in prayer. You may use the following
prayer or offer your own:
» Let us pray. We remember all those who live with HIV and AIDS.
» We hold them in our thoughts, members with us and with Jesus of the human family.
» We remember those who tend the sick and the dying, those who search for new treat-
ments and a cure.
» O God, healer and comforter, be with all who suffer and all who strive to end suffering.
May your hope be real to those who struggle with sickness and despair. And God, when
the grief of the world makes us weary, help us continue to care.
» We ask this in the spirit of Jesus. Amen.
AIDS
Sessi on Two
Through the Eyes of a Child

I n t his s essi on, the participants develop an awareness and understand-
ing of the impact of HIV and AIDS on young people—from the perspective of
children infected and affected by the disease.
» Our Affected Group (10 minutes)

s ch e du l e
» Silent Stigma Simulation (30 minutes)

» Letter from Lydia (20 minutes)
» copies of Resource 3, “Our Affected Group Activity Cards,” found on page 67. You will
need one card from the resource for each participant.
M at e r i a l s
Needed
» a deck of playing cards. You will need one card for each participant.
» a calculator (optional)
» small slips of paper (self-stick notes will work), one for each participant
Note: For this session you will need to do some calculating before the participants arrive. You
will be presenting your meeting space as the population of Botswana. It is important to note
that you will be generalizing about people in Botswana based on country averages. You will
use the participants to represent the percentage of youth or adults in Botswana that has been
affected by HIV and AIDS for each of the statistics below. Multiply the total number of par-
ticipants by each of the percentages to obtain the number of individuals needed to represent
each statistic.
» Example:
» 20 participants x 0.29 (29 percent of youth orphaned by AIDS) = six people in your
group of 20 to represent the percentage of youth who are orphaned due to AIDS in
Botswana.
» Multiply each of the percentages below (in their decimal form) by the total number of
participants in your group.
» 21 percent of youth (15 to 19 years old) are HIV-positive.
» Losing at least one parent to AIDS has orphaned 29 percent of youth.
» 36 percent of adults in Botswana are infected with HIV.
» Make enough photocopies of the “Our Affected Group Activity Cards” resource to al-
low you to distribute the cards proportionately based on your calculations.
AIDS Through the Eyes of a Child (continued)
Session Steps
1 I f y o u s o c h o os e , begin the session in prayer. Then offer the following comments:
» The statistics about HIV and AIDS are staggering. Perhaps most overwhelming is the
number of people whose lives are adversely affected by HIV and AIDS through no fault
of their own.
» Each day more than 5,000 children are orphaned due to AIDS.
» An estimated 33 million people were living with HIV in 2007. Young people, age 15-24
years, account for an estimated 45% of new HIV infections worldwide.
» When children lose parents to AIDS, grandparents often become guardians. If the
grandparents are gone, older children might be forced to drop out of school to look
after their younger siblings.
» In countries like South Africa and Zimbabwe, AIDS has increased the under-5 mortality
rate by more than 50 percent. In addition to those who are living with HIV, orphaned
children are one of the most significant populations in need of support.
» In Africa, millions of children have lost one or both parents to AIDS—and by 2010 is
expected to reach nearly 20 million (some 16 million in Africa alone).
» Roughly 30 million additional children around the world are desperately vulnerable
because of AIDS. These are children whose parents are sick, whose families have taken
in extra children, or who live in communities where food, teachers, and health workers
are in inadequate supply because of the pandemic.
» As Christians, we have much to offer those who are affected by HIV and AIDS; we can
call upon the power of God for guidance and mercy. In fact, when we look to the Bible
we see directives from God around this very issue. James 1:27 tell us that “religion that
God our Father accepts as pure and faultless is this: to look after orphans and widows
in their distress. . . .”
» In the context of HIV and AIDS, orphans, and vulnerable children, what can we do to
help? What can we sacrifice to help support work in AIDS-affected communities? We’ll
explore those very questions in today’s session.
2 Distribute one card from the “Our Affected Group Activity Cards” resource to each par-
ticipant. Tell the participants to keep their cards to themselves for now. Explain the following:
» Some of you have been given a card describing your role in this activity. Be sure to read
it carefully.
» We are going to focus on Botswana—a country in southern Africa that has one of the
highest incidences of HIV and AIDS in the world.
» You are going to represent either the youth or the adult population of Botswana.
» Please stand when you hear me stating the statistic noted on your card so that we may
get a visual sense of the proportion of the population affected by that particular aspect
of HIV and AIDS.
» Be seated again after we examine each statistic.
» Please stand if you represent that portion of youth infected by HIV. (Pause as partici-
pants stand.) Twenty-one percent of the youth in Botswana are infected with HIV.
Those of you who remain seated represent that portion of the youth who are HIV nega-
tive or uninfected. (All participants then sit.)
» Please stand if you represent that portion of youth who have been orphaned by losing
at least one parent to AIDS. (Pause as participants stand.) Twenty-nine percent of the
youth in Botswana have lost one parent to AIDS. Those of you who remain seated rep-
resent that portion of youth who have not lost a parent. (All participants then sit.)
» Please stand if you represent that portion of adults infected by HIV. (Pause as partici-
pants stand.) Thirty-six percent of the adults in Botswana are infected with HIV. Those
of you who remain seated represent the portion of adults who are HIV negative or
uninfected. (All participants then sit.)
3 W h e n a l l t h e statis t ics have been represented, lead a discussion with the partici-
pants using these questions:
» How do you feel about the numbers you just heard and saw visually represented?
» What portion of the Botswana population do you think is affected by HIV and AIDS?
Note that anecdotal evidence shows that in countries like Botswana, everyone has been af-
fected by the disease—whether they are infected themselves, have lost a loved one or someone
they knew to AIDS, are currently caring for someone who is infected, etc. Have everyone
stand at this point to represent the influence of the disease in countries like Botswana.
Note that this next activity deals with the ways in which people who suffer from HIV and
AIDS are stigmatized and discriminated against within their communities.
4 A s k t h e pa rt ic ipant s to describe and define the following terms:

» stigmatization, discrimination, and victimization
You may wish to record their responses on a sheet of newsprint. To encourage further discus-
sion, ask:
» Think of situations in the United States in which young people are victimized. Why are
they stigmatized?
» What happens to those people? How does society respond to them and how do they
then respond to society? (Possible answers: Victimization can lead to bullying and isola-
tion, school dropout, criminal activity, unemployment, depression, and/or anxiety).
» Think of a time when you were discriminated against, victimized, or stigmatized. What
did it feel like? How did it make you feel about yourself? Hold on to that feeling as we
go through the next activity.
5 E x p l ai n t h e f o l l o wing instructions to the participants. You may want to note the
key instructions on a sheet of newsprint:
» Each person will be given one playing card from a deck.
» Do not look at your card.
» When I say go, place the card on your forehead with the face out for others to see.
» Begin to walk around the room as though you are greeting people in your community.
However, do not verbally communicate with one another.
» There are some people in your community whose background you should know about:
» Jacks—are nasty people who appear nice but cannot be trusted.
» Queens—have a deadly, highly communicable disease.
» Kings—are the wealthiest in the community and will only help people they deem
worthy.
» We will move around the room for five minutes.
» When I say stop, you will stop where you are.
» Then, without looking at your card, place it, face hidden, against your chest and wait
for instructions.
6 D ist r ib u t e one playing card face down to each person and begin the activity. Be sure you
distribute all jacks, queens, and kings if you have 24 or more participants. Distribute only two
or three of each face card if you have fewer than 24 participants. Then, tell participants when
to start. Allow them to circulate for a few minutes.
7 T e l l t h e pa rt icipa nt s to stop. Wait for their attention and then offer these instructions:
» We are going to form a single line. Think about how your community members acted
toward you.
» If you think you were a king, line up at one end of the line.
» At the opposite end of the line, all those who think they were jacks line up.
» Those who think they were queens line up next to the jacks.
» Whoever thinks they were regular community members line up between the queens and
the kings.
Now have the participants look at their cards. If anyone has made a mistake in their place-
ment, ask them to reposition themselves.
8 I n vit e e v e ry o n e to be seated, and then lead a discussion with the participants about
the activity using the following questions:
» How did you feel during the game?
» How did you feel toward one another?
» Were any of you surprised by your reactions or feelings toward the others? Why or why
not?
» What did it feel like to be privileged (the kings)?
» Who felt victimized? What did it feel like?
Now relate the exercise to HIV and AIDS using the following comments:
» We just did an exercise on victimization. Let us consider this situation.
» You live in a community where something terrible is happening to people and you know
only the following facts:
» People are getting sick with a disease.
» The disease is highly communicable, but you don’t know how it spreads.
» The disease leads to death.
» Realistically, how would you react toward people you think have the disease or are
related to someone with the disease? Would you shun them? Would you treat them sus-
piciously, or isolate them? Would you want to protect your children from them? Would
you welcome them into your home?
» This is the situation in many parts of the world. Millions of people are getting sick and
dying from a disease that they do not always understand. They are not only adults;
many are children who either have HIV or AIDS or who have parents with the disease.
Some are children who may have been born with HIV or who become infected while
being breastfed by an HIV-positive mother.
» People who have HIV and AIDS are often isolated and ostracized by society. Orphans
who are stigmatized are particularly vulnerable to malnutrition, sickness, abuse, sexual
exploitation, and death.
» Despite the varied transmission and random nature of the disease, some Christians
remain ambivalent about HIV and AIDS. So what guidance does the Bible give?
» The exodus followed a spectacular display of plagues that devastated the Egyptians who
had enslaved the Israelites (Exodus 7-12). The reason for the plagues was simple: “Pha-
raoh’s heart became hard” (Exodus 7:13). The message was clear: Disobey God and you
will suffer. Using this as their biblical evidence, some Christians see HIV and AIDS as
God’s curse and claim that by treating it, they are interfering with his justice.
» But Jesus expressly denied the view that personal suffering was always due to personal
sin. In Luke 13: 1-5, Jesus explains in the clearest possible terms that you can draw no
conclusions about a person’s previous behavior just because they suffer or die in a mas-
sacre or natural disaster.
» When Jesus is asked why a man was born blind, he said that neither the man nor his
parents were to blame (John 9:1-5). Rather, he said that it was an opportunity for God’s
love and power to be displayed in the man’s life—and then he restored the man’s sight.
» In today’s blame culture, judging often comes instinctively. But Christians are not to
judge (Matthew 7:1-5). Instead, we are to care.
9 I n vit e o n e of the participants to come forward and read the following letter:
Dear Friend,
I still remember that day well. I woke up that morning and my house was quiet; there
was something eerie about the silence. My first thought was that my father had recovered,
and the pain he had was finally gone. I called out to papa, but there was no response.
Just then the silence was broken by my brother’s cries. I was horrified to find my brother
Robert outside our home hovering over our father’s crumpled body. I tried to revive him.
I touched his feet and chest. He felt so cold. My precious father—I wanted him to get bet-
ter. I looked after him so carefully. I loved him so much.
I remember people from our village helping us to organize a funeral. Papa was buried
behind our grandfather’s house. Now my grandparents have buried all of their children.
Grandpa says that it shouldn’t be that way. He wonders who will be left to bury him.
Our mother had left us the year before. My parents had a big fight and she left. I heard
that she was sick too. After mama left, papa had been trying to teach us how to tend to
the fields and care for the cow. Most days he was just too sick. Now we have to teach
ourselves.
We are still living in our house, but I worry about having enough food or money. The
day of my father’s funeral, thieves stole our only farming tools. I’m afraid of people steal-
ing our land or home too. I worry that we will be left with nothing.
My brothers and I are still going to school. We don’t have uniforms to wear though.
The teachers have not said anything about us not wearing uniforms yet. I’m scared that
they could ask us to leave any time now. It seems that many girls in my village stop at-
tending school.
We pray about what will happen to us. We still have hope. In fact, just the other day
someone visited our grandfather to talk about putting us in a program. The visitor said
that we could be sponsored and that we could continue to go to school and have money
to buy food. Perhaps this visitor will come again soon and our prayers will be answered.
Your friend,
Lydia
(This fictional letter is based on the story “Lighting the Darkness for AIDS Orphans in
Uganda,” Childview magazine, Winter 2000–01.)
10 A s k t h e pa rt ic ipant s to form triads. Have the triads discuss the following questions:
» What challenges will these children face now that they have lost both their parents?
» How can this family’s community improve the situation for children left orphaned by AIDS?
» What steps should the Ugandan government be taking to improve the situation for
orphans of AIDS in Uganda?
» What can Americans do to reach out to orphans in Uganda?
Allow ample time for discussion, then invite the triads to share their responses and ideas with
the rest of the group.
11 D ist r ib u t e a small slip of paper (or self-stick note) and a pen or pencil to each partici-
pant. Ask them to write down one key thing they learned as a result of the session. If time
permits, participants can share their key thoughts, if they wish. Invite them to take their slips
of paper home and put them on their refrigerator, or some where else where they will be re-
minded of the realities HIV and AIDS-affected children face around the world.
12 C o n c l ude by inviting the participants to join you in praying the following prayer litany.
Note that they should respond by saying, “We thank you,” after you offer each petition.
» Let us pray
» Lord Jesus, for healing those treated as outcasts. We thank you.
» For your willingness to touch those that the world feels to be untouchable. We thank you.
» Because you want to make all people healthy. We thank you.
» For your healing power today, Jesus. We thank you.
» Strengthen us to love and serve people who seem different from ourselves. We pray in
Jesus’ name. Amen.
WORKSHOP 2 HIV
Sessi on THREE
Focus on Hope
I n t his s essi on, the participants increase their awareness of the progress
being made to reduce the global impact of HIV and AIDS, and reflect on how
they can become a part of this global effort.
s ch e d u l e
» Success stories (20 minutes)

» Pitch a Plan Activity (35 minutes)
» copies of Resource 4, “Success Stories,” found on pages 68-69, one for each small group of
four to six people
M at e r i a l s
Needed
» a deck of playing cards. You will need one card for each participant.
» blank sheets of paper, one for each participant
» small slips of paper (self-stick notes will work), one for each participant
» markers, one for each participant
1 I f y o u s o c h o os e , begin the session in prayer. Then offer the following comments:

» What would Jesus do about the global AIDS pandemic? What would he have us do?
» How can we be God’s hands, eyes and mind on this issue?
» We will explore these very questions in today’s session and focus on hope for the future
and what can be done about the global spread of HIV and AIDS.
2 O r ga niz e the participants into small groups of four to six people. Give each group a copy
of the “Success Stories” resource. Have one person in each group read the stories aloud to the
rest of their group. Then invite the groups discuss the following questions:
» What kinds of changes were important to the success of these two initiatives?
» What learning can we take away from the broad-scale initiatives outlined in the Thai-
land example?
» What learning can we take away from the local-scale initiatives highlighted in the
Uganda example?
Focus on Hope (continued)
» Some people feel that the HIV and AIDS pandemic is just too widespread to do any-
thing about it. How do you feel about that way of thinking?
3 A f t e r t h e g r o ups have f inis hed discussing the success stories, share these en-
couraging facts with the participants:
» In addition to Thailand, there are other success stories that have proven that the effects
of the HIV and AIDS pandemic can be reversed.
» Uganda was the first country to report a decline in instances of infection. Uganda’s in-
fection rate decreased from 15 percent in 1991 to 6.7 percent by the end of 2005. Simi-
lar successes have been seen in Rwanda, Kenya, Senegal, and urban areas of Zimbabwe,
as well as in countries in the Caribbean and Asia.
» World Vision operates AIDS prevention and care programs in more than 60 countries.
The organization’s work is particularly focused on meeting the needs of millions of
children who have been made vulnerable because of the pandemic, especially those who
have lost parents to AIDS-related causes.
» Anti-retroviral drugs are now cheaper for people around the world because of initiatives
and movements, which encourage companies to export cheaper generic drugs to poor
countries.
» More national and international leaders are supporting HIV and AIDS awareness
campaigns.
» The United States has made significant contributions to the fight against global AIDS—
but the magnitude of the pandemic demands much greater attention.
4 Hav e t h e pa rt ic ipant s remain in their small groups. Explain that they are going to
be responsible for creating an action plan within their groups. The purpose of the action plan
will be to contribute to the global fight against HIV and AIDS. Each small group will present
its idea to the large group.
5 Write the following objectives on a sheet of newsprint to help the groups focus their
efforts.
» Create an HIV and AIDS action plan for yourself as individuals or yourselves as a group.
» Your plan should be realistic and goal-oriented, and include a time frame.
» Questions to ask might include the following:

» What would we most like to change about the current HIV and AIDS situation
around the world?

» Is there one of the intervention areas—prevention, care, or advocacy—that we
could contribute most to?

» What actions would bring about change?

» Are our ideas doable?
Focus on Hope (continued)
» Be prepared to pitch the idea to the large group. Don’t forget to use creativity to
enhance your pitch!
Allow ample time for the groups to work through this assignment. You may wish to share
ideas on possible actions to help spark creativity. Some ideas include the following:
» Sponsor a Hope Child through World Vision’s Hope Initiative.
» Organize an awareness-raising event for HIV and AIDS. You can hold it on World AIDS
Day (December 1) or any day that works best for you!
» Write letters to your government leaders, encouraging them to continue to make HIV
and AIDS a priority.
» Organize a fundraiser and donate the proceeds to an organization doing work in AIDS-
affected areas.
6 Hav e ea c h g r o up pitch its plan to the rest of the participants. Encourage discussion
around each group’s ideas. If appropriate, choose a plan suitable for the whole group to
undertake together. Then together, draft an Agreement to Act as a statement of your group’s
intentions to fight HIV and AIDS. Have everyone sign the agreement; then post it in the room
for all to see.
7 O f f e r t h e f o l l o wing comment s:
» God loves the fallen world and all who are in it. Jesus illustrated God’s compassion. He
touched lepers, making Himself “unclean,” when others shunned them as though they
had the plague (Luke 5:12–13). He welcomed all kinds of outcasts (Luke 5:29–31).
» When He saw a widow burying her son, who was her only means of support, “His
heart went out to her. . . .” (Luke 7:13). When He saw the hungry crowds, He felt com-
passion for them (Mark 8:12). He took the role of a servant, not that of a master, and told
the disciples to do the same (John 13:12–17).
» The apostles taught Christians to live out their faith through compassionate service. So
they “gave to anyone as he had need . . .” and pooled resources so that “there were no
needy persons among them. . . .” (Acts 2:44–45; 4:34–37).
» Paul encouraged practical compassion in the international church. His first mission
was not to evangelize but to take famine relief to Jerusalem (Acts 11:27–30; 15:1–6). He
taught Christian responsibility for supporting others in need (2 Corinthians 8–9). We are
not to stand idly by.
8 C o n c l ude t h e tim e together w i th prayer. Pray for the groups that sit on
the margins of society, especially those who have been impacted by HIV and AIDS. Ask God
for forgiveness for the sins of domination and exclusion. Ask God to open the eyes of the
participants (and you) to the inequalities in society and to give each person the wisdom and
courage to work for the change God desires.
Part 2
Educational
Activities
HIV and AIDS
Facts and Opinions
I n t his s essi on, the participants explore and discuss what they know and
think about HIV and AIDS.
Time Required: 20 to 30 minutes

M ate r i a l s
Needed
» four signs that read “True,” “False,” “Strongly Agree,” and “Strongly Disagree”
» masking tape
Activity Steps
1 T e l l t h e pa rt icipa nt s that this is an interactive activity with two parts. In the first
part, they will test their knowledge of HIV and AIDS. In the second part, they will have an
opportunity to express their opinions about HIV and AIDS by placing themselves along a
human continuum. Post the “True” and “False” signs at opposite ends of the room with space
in between for the participants to move around. Read the first statement from the following
list, and invite the participants to move to either the “True” or the “False” side of the room,
depending on their answers. After each person has chosen his or her position, read the correct
answer aloud. Repeat this with the remaining statements. Answers are noted in brackets.
» HIV causes AIDS. [True. AIDS is caused by the human immunodeficiency virus, which
damages the body’s defense system; when the immune system has been damaged, a
person loses the ability to fight diseases.]
» You can tell if someone has HIV. [False. You cannot tell if someone has HIV just by
looking at her or him. HIV is a hidden virus. Someone with HIV may look healthy and
normal, but she or he is still able to transmit the virus to someone else.]
» HIV always develops into AIDS within one to two years. [False. From the time of HIV
infection, the onset of AIDS varies for each person, taking up to 10 years for some
people. A person infected with HIV may look and feel healthy for many years, but he or
she can still transmit the virus to someone else.]
» There is no cure for AIDS. [True. The treatment that exists for AIDS (anti-retroviral
drugs) only helps to prolong life; it cannot cure AIDS.]
HIV and AIDS Facts and Opinions (continued)
» HIV can be transmitted from a mother to a child through breast milk. [True. HIV can
be carried in any bodily fluids. Sexual intercourse and contaminated needles are the
most common forms of transmission. HIV is not transmitted through hugging, shaking
hands, coughing, sneezing, using the same toilet seat, or through insect bites.]
» HIV and AIDS are found within the homosexual community only. [False. People of all
races, colors, nationalities, lifestyles, genders, and ages can be infected.]
» Around the world, someone dies of AIDS every 15 seconds. [True. Those who die
include mothers, fathers, children, farmers, teachers, and so on. AIDS is the greatest
humanitarian crisis of our time.]
» According to the United Nations, 10 million people in Africa are living with HIV. [False.
The actual number is 22.5 million. The rate of adult infection in Africa is six times
higher than in the rest of the world. Sixty percent of those infected are women.]
» More than 33 million people are living with AIDS. [True. In 2009, 2.5 million people
were infected with the virus, and nearly 6,000 people die from AIDS every day.]
» People living with AIDS are taking action and fighting back. [True. Countless people
are responding by mobilizing community resources to educate about HIV and AIDS,
provide care for people affected by HIV and AIDS, and advocate for the resources and
support needed to fight the disease.]
(These facts are from UNAIDS, the Joint United Nations Program on HIV and AIDS, at www.unaids.org, accessed
June 21, 2008.)
2 N o w r e p l a c e the “True” and “False” signs with the “Strongly Agree” and “Strongly
Disagree” signs, and tell the participants that the next part of the activity will require them to
consider their opinions on a number of statements relating to HIV and AIDS. Point out that
they can place themselves anywhere along the invisible continuum between the two signs,
depending on the extent to which they agree or disagree with each statement. Explain that the
middle of the room is the midpoint on the continuum and is for those people who haven’t yet
formed an opinion on an issue or have reasons to both agree and disagree with an opinion
statement.
Read the first statement from the following list, and invite the participants to move to a
point on the invisible continuum that corresponds to their opinion. After all the participants
have chosen a position, ask a few volunteers to explain their opinions on this issue. Repeat the
activity with each of the remaining opinion statements.
» People with HIV should always tell their sexual partners.
» Young people with HIV should tell their classmates and teachers.
» If someone has HIV or AIDS, it’s that person’s own fault, because he or she should have
been more careful.
» HIV and AIDS is not my problem, and taking action is not my responsibility.
» HIV and AIDS is the result of moral fault, such as promiscuity or “deviant sex,” that
deserves to be punished.
HIV and AIDS Facts and Opinions (continued)
» If a friend were to tell you that she or he was HIV-positive, you wouldn’t act any differ-
ently toward that friend. (Be honest!)
» The United States should spend more money helping to fight the AIDS epidemic.
3 R e g at h e r t h e pa rt icipa nts and discuss the activity using the following questions:
» What is the difference between a fact and an opinion? [e.g., A fact is a piece of objective
information. An opinion is a subjective view, judgment, or appraisal of information.]
Can one be based on the other?
» Where do you get your facts and knowledge about HIV and AIDS?
» What influences your opinions on issues relating to HIV and AIDS?
» Were you influenced by where your friends stood along the continuum? Why or why
not?
» Why is it helpful to have additional knowledge and facts on a subject like HIV and
AIDS before forming opinions?
» What did you learn in this activity that you would like to have more information about?
HIV and AIDS Quiz Show
T his a c t iv ity reinforces an understanding of the issues surrounding HIV
and AIDS.
Time Required: 30 minutes

M ate r i a l s
Needed
» A large chalkboard, chalk and eraser
Activity Steps
1 W r it e e a c h of the possible trivia responses (found below) randomly on the chalkboard.
» 33 million » 2.5 million » 60 million
» women and children » 3 million » 6,000
» sub-Saharan Africa » immune » 1,000
» virus » stigma » North America
» HIV-infected bodily fluid » 15 million » Europe
» individual » ill » Asia
» volume » silence » vaccine
» values » men and children
2 D iv ide t h e pa rt ic ipa nts into two groups. Appoint or have someone volunteer to act
as quiz show host.
3 P r o v ide t h e h ost with the questions listed below. Explain that when the host asks a
question, the first team to make a buzzer noise must approach the chalkboard and circle or
check the word they think is the correct answer to the question. If they are correct, their team
gains a point. If they are incorrect, erase the circle or the check and deduct a point from their
team. Questions are as follows (the correct answers in noted in brackets):
» As of 2008, how many people worldwide are living with HIV and AIDS? [33 million]
» How many children are infected with HIV and AIDS in the world today? [2.5 million]
» How many people die of AIDS each year? [3 million]
» Where do the majority of people with HIV live? [sub-Saharan Africa]
HIV and AIDS Quiz Show (continued)
» Which group of people is most impacted by HIV and AIDS? [women and children]
» What does the “I” stand for in AIDS? [immune]
» What does the “V” stand for in HIV? [virus]
» What word bests describes the phrase, ”a stain, criticism or blame on one's reputation“?
[stigma]
» How is HIV transmitted? [HIV-Infected bodily fluid]
» How many children are orphaned each day due to AIDS? [6,000]
» How many AIDS orphans are there worldwide? [15 million]
» To date, how many people have contracted the disease? [60 million]
4 C o n ti n u e t his p r oce ss until all the questions have been asked and answered. Then
announce and congratulate the winning team.
5 I nit iat e a disc u ssion on the statistics by asking the following questions:
» What do you think and feel when you hear statistics like these?
» Were you surprised by any of these facts about HIV and AIDS?
» How many of you were aware of these realities before today?
» Consider the number of people infected with HIV and AIDS in sub-Saharan Africa.
What does that tell you about how serious this issue is? Is it serious enough to compel
you to take action? Why or why not?
6 C o n c l ude t h e a c t iv ity by discussing ways in which the participants can better

educate themselves about the AIDS pandemic and how they can get involved in the movement
to eradicate the disease.
Web of Contributing
Factors and Effects
in This activity, the participants expand their awareness about the many
contributing factors and effects of HIV and AIDS, and the extent to which
these factors are interrelated.
» butcher paper and markers

M ate r ia l s
N e e d ed
» masking tape
Note: Tape some butcher paper over a large wall area that the entire group can gather around.
In the middle of the newsprint, draw a large circle with “HIV and AIDS” written in large
letters inside.
Activity Steps
1 T e l l t h e pa rt icipa nt s that they will be creating a web showing the interrelationships
of the many of contributing factors and effects of HIV and AIDS.
2 I n vit e t h e pa rt ic ipant s to gather around the wall. Ask the participants to name
contributing factors. Invite those who name factors to come forward and write the factor onto
the butcher paper, placing it in small circle on the left-hand side, with arrows going into the
HIV and AIDS circle in the middle.
3 A l s o as k the participants to name effects. Invite those who name effects to come forward
and write the effect on the butcher paper, placing it in a small circle on the right-hand side,
with arrows coming out of the HIV and AIDS circle and going into the effects circles.
Contributing HIV and AIDS Effect

Factor
Web of Contributing Factors and Effects (continued)
4 E n c o u r a g e t h e pa rt ic ipa nt s to come up with as many contributing factors and
effects as they can. Encourage them to become more and more specific (e.g., “poverty” is a
very general effect; “reduced ability to produce food” is more specific; the resulting “reduction
in food consumption” is more specific still). Then offer the following comments:
» There may be secondary effects that flow out of the initial effects identified.
» This web is beginning to visually show the complexity of the HIV and AIDS epidemic.
5 P o in t o u t to the participants that some items may require more than one arrow to show
the relationships. For example, a contributing factor may play a role in leading directly to HIV
or AIDS, but it may also lead to other contributing factors, which in turn contribute to HIV
and AIDS.
6 E n c o u r a g e t h e pa rt ic ipa nt s to draw arrows from the effects back to the contrib-

uting factors. Encourage them to be as exhaustive as possible with drawing arrows—to think
about all the connections between the various elements. Continue until every participant has
had a turn or until no one can think of anything else to add.
7 Y o u wil l n o w have a large, messy web showing relationships between many issues.
Debrief using the following questions:
» What patterns do you see emerging in this web?
» Explain how the effects of HIV and AIDS can become contributing factors and create
an even deeper crisis. Give concrete examples.
» What might be some strategies for stopping this spiraling effect of the contributing fac-
tors and effects of HIV and AIDS?
» Which contributing factors or effects have large numbers of arrows leading to them or
coming out of them? What do you think this means?
» If you were a policy maker and were to base your policies on what you’ve discovered in
this web, what things would you do?
AIDS Eradication Web
in T h is act i vity, the participants develop their thinking regarding the
most effective ways to combat HIV and AIDS.

M at e r i a l s N ee d e d
» butcher paper and markers

» masking tape
Note: This activity can be done as a large-group exercise or in small groups of four or five participants.
If you choose the latter, you will need to increase the needed supplies accordingly. The activity steps
noted below are intended for a large group.
Tape some butcher paper over a large wall area that the entire group can gather around. In the middle
of the butcher paper, write “HIV and AIDS eradicated!” in large letters, surrounded by a circle.
Activity Steps
1 I n vit e t h e pa rt ic ipant s to gather around the wall. Ask them to brainstorm strate-
gies that would result in the eradication of HIV and AIDS (e.g., they may say “a vaccine for
all” or “better education for all”). Invite the participants to name a strategy and to come for-
ward and write it on the butcher paper, placing it in a small circle and drawing an arrow from
the strategy into the “HIV and AIDS eradicated!” circle. Encourage them to be as exhaustive
as possible with drawing arrows—to think of all the possibilities. Continue until every partici-
pant has had a turn or until no one can think of anything else to add.
2 N o w ask t h e pa rt icipa nt s to think of what will make these strategies happen. They
should add these factors in labeled circles, with arrows drawn from the factors into the strate-
gies they help (e.g., participants may say “more money for scientific research” as a factor that
will help achieve the strategy of “a vaccine for all”). Again, encourage the participants to draw
all the connections they possibly can. You may want to note that some actions may contribute
toward several strategies. Continue until every participant has had a turn or until no one can
think of anything else to add.
3 Y o u wil l n o w hav e a l a rge, messy web showing relationships between strategies

and ideas. Debrief using the following questions:
» What patterns do you see emerging in this web?
AIDS Eradication Web (continued)
» From what you see in the web, what are the strategies or activities you think will have
the most effect in fighting HIV and AIDS?
» What do you think are the three most important strategies? Why?
» What can you as an individual, or we as a group, do to see these strategies put into place?
» Name some activities you can personally be involved in.
What Can Be Done?
in T h is act i vity, the participants discuss the factors that prevent people and com-
munities from tackling HIV and AIDS and why these diseases are still spreading so quickly.

M ate r i a l s
Needed
» address labels, a dozen or so

Activity Steps
1 A s k t h e pa rt ic ipant s to think of reasons why people and communities do not re-
spond to or address HIV and AIDS. Here are some possible reasons:
» fear
» taboos
» lack of education
» poverty
» lack of drugs
Write each reason on an address label and then stick one of the labels on to the back of a vol-
unteer’s hand. Then ask the volunteer to place the hand with the label across his or her mouth
and to come forward. The volunteer’s covered mouth means that he or she cannot speak, but
the other participants can see the reason written on the label. Ask the group to suggest what
the volunteer may be thinking based on the reason noted on the label. For example, if the
label says “taboos,” the volunteer might be thinking, “We’re not allowed to talk about sex.”
Record the reason and any discussion points on a sheet of newsprint.
2 O n c e t h e fi r st reason has been discussed, move on to another volunteer. The first

volunteer should remain at the front of the room. As the discussion goes on, fewer members of
the group will be taking part. Continue this process until you have a good number of reasons
discussed. Then, note the following:
» In the activity, many of you were stopped from taking part in the discussion because of
reasons written on the labels on your hands; in real life, these reasons stop individuals
and communities from tackling HIV and AIDS.
What Can Be Done? (continued)
» If the world community does not address these reasons for silence, then HIV will contin-
ue to spread. Just as there are now many participants unable to take part in the discus-
sion, so there will be more and more people infected with the virus because of silence.
3 A s k t h e v o l u n t e e rs to remove their hands from their mouths and the stickers from
their hands. Then, as a group, discuss whether someone living in a developed country might
make these statements and which statements might be made by anyone, regardless of where
they live. It is important that the participants understand the following statements:
» HIV and AIDS is a pandemic that affects people in virtually all countries across the
globe and from all walks of life.
» It is still a real issue in the United States as well. But people in developing countries are
more at risk because of poverty, lack of education and health care, and taboos.
Prescription for Ending HIV and AIDS
in T h is act i vity, the participants will increase their understanding of the impact
of different approaches to ending HIV and AIDS.
» copies of Handout 1, “Participant Instruction Sheet,” found on page 70, one for each
M ate r i a l s
participant
Needed

» computer access for the participants. If this is not an option, go to the World Vision Web site
at www.worldvision.org and download or print information about AIDS. You can find this
information on additional Web sites as well, for example, on the One Campaign Web site.
Activity Step
1 D ist r ib u t e a “Participant Instruction Sheet” handout and a pen or pencil to each par-
ticipant. Ask the participants to form groups of three or four. Ask the groups to complete the
handout to the best of their knowledge. You will want to refer them to the material you have
printed or downloaded from the Web. If computers are available, invite the participants to do
some online research to complete their task.
2 A s k t h e g r o ups to come together and invite them to share their findings.
3 Ta k e a p o l l to determine which “prescription” was most favored. Discuss with the par-
ticipants why this might be? Then lead a discussion about why the groups chose the prescrip-
tions they did.
3
4 Fin a l ly, discuss the following questions with the participants:
» What are the advantages of each prescription? Disadvantages?
» Are all six prescriptions necessary to eradicate HIV and AIDS? Why or why not?
The Numbers Game
in T h is act i vity, the participants create a visual and numeric representation of
some aspect of the HIV and AIDS crisis.

M ate r i a l s
Needed
» a variety of craft items, such as construction paper, markers, crayons, colored pencils, mod-
eling clay, yarn, string, stickers, poster board, glue, paints, and so forth. The participants will
be creating a visual representation—so plenty of supplies will be needed.
Activity Steps
1 Be g in b y o f f e r in g the following comments:
» If we were to pick any aspect of the AIDS crisis and try to explain the statistics, the
numbers would be difficult to comprehend. The numbers are so staggering. Here are
some examples:
» Every week, AIDS claims as many lives as there were American fatalities in the
Vietnam War.
» Since its discovery, AIDS has killed nearly 30 million people—equal to the
combined populations of Texas and Arizona, and nearly 10 times the number
of earthquake fatalities in the last century.
» Unlike the Black Plague or flu epidemics, which largely spared the healthy,
working-age population, AIDS is decimating the ranks of teachers, parents, doc-
tors, and farmers—the very people a society relies on to provide for basic needs.
» AIDS is devastating communities like no weapon could. Every 10 minutes, 10

more people are infected with HIV.
» If all the children orphaned as a result of AIDS held hands, their human chain
would cross the United States five and a half times. By 2011, this virtual chain
is expected to reach around the world.
» Images like these are important because they help us make sense of what would other-
wise be numbers so overwhelming they become meaningless.
The Numbers Game (continued)
3
2 I n vit e t h e pa rt ic ipant s to form groups of two or three. Refer them to the craft sup-
plies you have gathered and placed at the front of the room. Then offer the following instructions:
» Your group’s task is to create an image that will help bring meaning to an aspect of the
HIV and AIDS crisis you want to highlight. You may use illustrations, graphs, or other
visual elements that will help bring your words to life.
» Here are some examples of topics you may want to illustrate:
» total number of AIDS deaths to date.
» total number of AIDS deaths projected over a given period of time.
» AIDS deaths in the United States compared with other countries.
» total number or yearly number of AIDS deaths and HIV infections in a given
country or region.
» number of women infected worldwide compared with the number of men

infected.
» number of girls infected worldwide compared with the number of boys infected.
» number of children orphaned as a result of AIDS.
» You may use any of the craft items at the front of the room.
» You will have about 20 minutes to create your image.
3 I n vit e t h e g r o ups to present their images one at a time and explain why they choose
that particular aspect of the crisis.
What I Want
in T h is act i vity, the participants develop writing skills while deepening their
understanding of the HIV and AIDS crisis.

M ate r i a l s
Needed
» blank sheets of paper, one or two for each participant

Activity Steps
1 I n t r odu c e t h e a c tiv ity using this scenario:
» Imagine that we are all actors in the unfolding drama of HIV and AIDS.
» The actors decide what they’ll do, based on the needs of their own situation.
» Imagine this drama unfolding in one particular community somewhere in the world.
» In this community we might find the following people: an HIV-positive parent; a child or-
phaned as a result of the AIDS epidemic; a commercial sex worker; a health-care worker;
a community volunteer; a government official; a community development worker from
an international NGO; a neighbor of an HIV positive person; a business person.
2 I n vit e t h e pa rt ic ipant s to choose one of these people and put themselves in his or
her shoes. They should think about what this person wants in life, what motivates and drives
this person, what forms the basis for this person’s decisions, and what important events shape
this person’s daily life.
3 D ist r ib u t e b la n k pap er and a pen or pencil to each participant. Invite the par-
ticipants to write a short reflection from the point of view of this person, titling it “What I
Want.” Note the following:
» Remember that HIV and AIDS is devastating this person’s community, so it figures
largely in what this person wants.
» Try to show how the various elements of this person’s life influence how he or she thinks
about HIV and AIDS.
Allow at least 10 minutes for the participants to write their reflections.
What I Want (continued)
4
3 I n vit e a f e w participants to stand and share their reflections. Do not require anyone
to share.
3
5 A s k t h e pa rt ic ipant s to take another look at their writings and underline everything
they can find that mentions a contributing factor to HIV and AIDS, and everything that dis-
cusses the effects of HIV and AIDS. Allow a few moments for them to complete this task.
6 T o c o n c l ud e the activity, discuss as a large group the differences and similarities be-
tween the contributing factors and the effects that were important to each person. Consider
these questions:
» What accounts for these differences?
» What does this teach us about developing effective strategies for HIV and AIDS?
Getting the Message Across
in T h is act i vity, the participants develop a creative presentation for educating
others on the AIDS pandemic.
Note: This activity is based on the idea that there are a number of creative ways to educate people about the AIDS
pandemic. The activity involves discussion of the work of the Waza Afrika group in Kenya. You can learn more about
the group and its objectives by visiting their Web site at http://wazaafrika.com. You may even want to consider show-
ing the photos from the site to the participants.
Activity Steps
1 Be g in b y noting the following:
» One problem in developing countries is that many people cannot read or write and
don’t have access to TVs or radios.
» Some people are therefore using other creative ways of getting across the message about
HIV and AIDS.
» Consider the Waza Afrika group in Kenya that educates people about HIV and AIDS
through song and dance.
2 D iv ide t h e PART IC I PANT S into groups of three or four. Invite the groups to create a
rap, poem, song or sketch that informs young people about HIV and AIDS. Note that their
target audience should be people of an age similar to theirs and with similar interests. Allow
about 15 minutes or so for the groups to prepare.
3 I n vit e e a c h g r o up to come forward to offer their presentation. Then lead a large-

group discussion on why creativity is a useful educational tool.
HIV and AIDS Marketplace of Ideas
in This activity, the participants develop creative presentations about HIV and AIDS.

M ater i a l s
» a wide variety of creative materials: paper of various sizes, colors, and kinds; all kinds of
N e ed e d
markers; crayons; paints; colored pencils; scissors; glue; string; pipe cleaners; ice cream
sticks; clay; stickers; pictures; cans; containers; boxes and baskets; toys and gadgets
» masking tape
Activity Steps
3
1 Be g in b y b rains t o rm ing with the participants using the following scenario:
» Imagine people were coming to an international conference about HIV and AIDS, and
they knew little about the topic.
» What are the most important messages they would need to hear?
Allow for numerous responses to the question.
2
3 A s k t h e pa rt ic ipant s to decide on the top six to eight topics. Write the topics on
sheets of newsprint and post them around the room.
3 A s k t h e pa rt ic ipant s to self-select by standing next to the topic they want to work on

(or assign the topics randomly or by some other fashion). Then note the following:
» Using the creative materials, each group must develop a presentation for a “marketplace
of ideas.”
» The presentation must be informative, but it may not be boring!
» You can use just about any method to get across your point: a skit, a song, posters, a game,
a quiz, a game show, a mural, a collage, an interview, interactive exercises, and so on.
» You will have 20 minutes to prepare, and then each group will be asked to present.
3
4 I n vit e e a c h g r o up to offer its presentation. When all groups have shared, lead a large-
group discussion using the following questions:
» When we began this project, was it difficult to decide on the most important messages
that needed to be communicated? Why or why not?
HIV and AIDS Marketplace of Ideas (continued)
» As you viewed the presentations, what did you learn that you didn’t know before?
» As you prepared your presentations, what new things did you learn about your topic?
» Why is communication about HIV and AIDS important?
» How could a better understanding of these topics help the fight against AIDS?
HIV and AIDS:
Effects on Society and Society’s Effect
in T h is act i vity, the participants increase their understanding of how HIV and
AIDS affects all aspects of society.

M ate r i a l s
Needed
Activity Steps
1 F o r m t h e pa rt ic ipant s into groups of four or five people. Provide each group with
a sheet of newsprint and one or two markers. Ask the groups to each choose three aspects of
society, such as holidays and festivals, culture, politics, the economy, health care, relationships,
family, community, education, finance, agriculture, gender, the military, technology, sports,
manufacturing, transport, or religion. They should note the three aspects they have chosen on
their newsprint.
2 I n vit e t h e g r o ups to discuss how HIV and AIDS affects each of the three aspects of
society they chose. They should note these effects on the newsprint. Allow several minutes for
the discussions to take place.
3 I n vit e t h e g r o ups to summarize their discussions with the larger group. Invite the
remainder of the participants to offer additional effects.
4 N o w, in vi t e the participants to discuss how these aspects of society might have a posi-
tive effect on HIV and AIDS. They should note these effects on the newsprint. Allow several
minutes for the discussions to take place.
5 I n vit e t h e g r o ups to summarize their discussions with the larger group. Invite the
remainder of the participants to offer additional effects.
6 C o n c l ude the activity by conducting a large-group discussion using the following questions:
» When you started thinking about all the ways that HIV and AIDS affects the aspect of
society your group chose, what did you discover that surprised you?
» When you thought about how a particular aspect of society might play a role in mitigat-
ing the problem of HIV and AIDS, what did you discover that surprised you?
» How can we ensure that the many complex elements of society serve to fight against
HIV and AIDS, rather than become victims to it?
Peer Education Program Design
in T h is act i vity, the participants consider the necessary elements for the creation
of a peer education program on AIDS.

M ater i a l s
N e ed e d
Activity Steps
1
3 I n vit e t h e pa rt ic ipant s to brainstorm the advantages of educating other young
people on the issue of HIV and AIDS. Record their responses on a sheet of newsprint.
3
2 I n vit e t h e pa rt ic ipant s to form groups of four to six people. Provide each group
with one or two sheets of newsprint and a marker. Ask the groups to do the following:
» Imagine that the government has charged you (and financed you) with developing a peer
education program for youth.
» The government wants to know the following:
» the goal of your program
» the specific activities you’ll engage in
» whose behavior will be changed and what specifically will change
» the most important messages you’ll promote
» with whom you’ll partner to achieve your objectives
» Your task as a group is to discuss and then to form a consensus on these questions. Al-
low about 15 minutes or so for the groups to work on the specifics of their program.
3 I n vit e e a c h g r o up to come forward and present its plan. After each presentation, use
the following questions in a discussion with group members:
» Why will the program you propose be more effective than having more HIV and AIDS
educational material distributed through traditional means?
» Are there any elements from this program that we can adopt here and now?
3
4 C o n c l ude w it h a large-group discussion about what can be done to immediately raise
awareness and change behaviors regarding HIV and AIDS.
Comic Strip Creations
in T h is act i vity, the participants create a comic strip to convey an important
message about HIV and AIDS.

M ate r i a l s
Needed
» copies of Handout 2, “Comic Strip Template,” found on page 71, one for each participant
» pencils, one for each participant
Activity Steps
1 P r o v ide ea c h participant with a copy of the “Comic Strip Template” handout and a
pencil, and invite them to find a partner. Then offer the following instructions:
» You are to write a comic strip about HIV and AIDS.
» You can choose whatever aspect of the crisis you would like to highlight.
» You can make the comic strip educational, ironic, funny, or serious—whatever you want.
» You will have 15 minutes to complete this task.
2 W h e n t h e pair s have finished, invite them to join with another pair and share their
strips. Invite the pairs to find a new pair and share once again. You may repeat this process
several times if time permits.
3 C o n c l ude the activity by leading a large-group discussion using the following questions:
» What was easy or difficult about this assignment?
» You had to choose a specific aspect to convey your message. How did that affect what
you wanted to say and were able to say about HIV and AIDS?
» If you were to write a comic book for youth about HIV and AIDS, what are the most
important elements that you’d include?
The Struggle Against
AIDS—a Christian Response
in T h is act i vity, the participants explore the role that Christians can play in help-
ing to eradicate AIDS.

M ater i a l s
N e ed e d
» blank paper, one sheet for each participant

Activity Steps
3
1 Be g in b y n o t in g t he follow ing:
» Churches and faith-based organizations need to be involved in the struggle against HIV
and AIDS.
» Religious leaders can confront stigma from every religious podium in every community,
changing the values of the community through repetition and education, week-in and
week-out.
3
2 D isc uss h o w the church can confront the stigma of HIV and AIDS. How would this help
combat the disease? Invite the participants to brainstorm about these questions as fully as pos-
sible. Help them to think in terms of the contributing factors, effects, and effective responses
they’ve learned about.
3 P r o v ide ea c h participant with a sheet of paper and a pen or pencil. Then lead them
through a reflection on taking action, using the instructions below. Give the instructions one at
a time—i.e., letting them complete the action before going on to the next instruction.
» List five issues about HIV and AIDS that need to be addressed.
» Circle three that the Church and Christian community can address.
» Of these, underline two you can do.
» Rewrite one of these.
» List five things that can be done to deal with this issue.
» Circle two you can do.
The Struggle Against AIDS—a Christian Response (continued)
» Underline one you can get started on right away.
» List the things that might hinder you from accomplishing this task.
» List what you can do about these hindrances.
» What will help you?
» What will you do?
4 I n vit e t h e pa rt ic ipant s to form groups of three or four and to share their reflec-
tions within their group. Conclude by encouraging the participants to create a timeline for
accomplishing the tasks they have identified.
A Loving Global Community
in T h is act i vity, the participants are reminded that God challenges us to love oth-
ers as God loves us.
» a Bible
M at e r i a l s N e ed e d
» a sheet of newsprint
» masking tape
» scissors, one pair for each participant
» markers, several for each participant
» bottles of glue, one for each participant
» sheets of colored paper, several for each participant
» squares of 10-by-10-inch white paper, one for each participant
» a large sheet of paper to attach the 10–by-10-inch squares to (size depends on number of participants)
Activity Steps
3
1 Ta l k a b o u t ways that your school or church community shows love to others around
you. Then introduce the idea of a global community, where we are all responsible for caring
for our neighbors, whether they live close to us or far away.
3
2 H e l p t h e pa rt ic ipa nt s to recognize that just as God loves us, God wants us to love
one another. Invite a volunteer to come forward and read aloud Matthew 25:31–40 and John
15:12. Then make the following points:
» Loving others means helping them when they are in need.
» God sees helping others as an expression of love.
» HIV and AIDS brings challenges and hardships for families and communities.
» People who are affected by HIV and AIDS need the loving support of others.
3 L e ad a l a r g e - g r o up discussion using the following points to guide the conversation:

» How can we show love for people who have been affected by HIV and AIDS?
» What can we do to encourage others to show love to these neighbors?
A Loving Global Community (continued)
Record the participants’ responses on a sheet of newsprint and tape it to a wall in the room
where everyone can see it.
4 A s k t h e pa rt ic ipant s to choose an action or loving gesture from the list. Distribute

scissors, markers, glue, colored paper, and a white square to each participant. Explain that the
participants are going to illustrate, on their white squares, the action or loving gesture they
chose from the list. They may use any of the supplies to decorate their squares in any way they
wish. When everyone is finished, each square will become a patch in a loving global commu-
nity quilt. All the patches will be put together to form the quilt.
5 W h e n a l l the participants have completed their quilt squares, invite the young people to
come forward, one at a time, and tape their square to a larger sheet of paper. Ask the partici-
pants to also share with the group the action they chose.
6 C o n c l ude t h e a c t iv ity by inviting the participants to prayer. Pray for all those who
suffer from the stigma associated with HIV and AIDS, and for those who face every day with
the reality of having AIDS. Pray for all those who are affected by HIV and AIDS, especially
children who are infected or have been orphaned as a result. Pray that all people will come to
understand God’s call to love the least among us.
God’s Welcoming Banquet Table
in T h is act i vity, the participants explore what Jesus taught about inclusion, hu-
mility, and the act of welcoming people who are marginalized.

M ate r i a l s
» snacks and drinks for all participants

Needed
» red, blue, and green dot stickers, one-third of each color to total the number of participants (optional)
» Bibles, one for each participant
» a sheet of newsprint and a marker (optional)
Activity Steps
3
1 D iv ide t h e la r g e grou p into three smaller groups. Identify one group as the red
group, one as the green group, and one as the blue group. (Distribute the red, green, and blue
sticker dots accordingly, if you are using them.) Ask the members of the blue group to stand
together with their noses touching one wall. Tell them they are not going to participate in this
activity. Inform the members of the red group that they may do whatever they want during
this activity. Provide them with comfortable chairs, drinks, and snacks. Tell them that they are
to give orders to the green group and that the members of the green group must listen to their
instructions and do what they ask (although they may not ask anyone to do anything that
would be embarrassing or humiliating or dangerous).
3
2 A f t e r a f e w mi n u tes , stop and change the roles around. The blues now serve the
greens, and the reds face the wall. Then hold a third round so that each group has a chance
to experience each role. (Note: The participants will experience stronger feelings to fuel the
discussion if they do not switch roles, but switching may be necessary if some participants
are quite sensitive or are likely to take this activity personally. Use your discretion as a leader
based on your knowledge of the group.)
3 Fa c il i tat e a l a r g e -grou p discussion of the activity using the following questions:

» At the beginning of the activity, how would you describe the role of each group? Pos-
sible responses are noted in brackets [Reds were in a position of privilege, greens were
subordinate, and blues were excluded.]
» How did you feel in each of those roles? Privileged? Subordinate? Excluded?
» Why did members of the green group follow the orders of the red group? [Participants
may say because those were the instructions for the game.]
» What do you think might have happened if the greens had not followed the orders from
God’s Welcoming Banquet Table (continued)
the reds? What might the consequences have been?
» Why did everyone follow the rules of the game? Why did the reds accept their position
of privilege? Why did the greens obey orders from the reds? Why did the blues remain
with their noses against the wall?
» What would have happened if the groups had not accepted the rules of the game?
4 A s k t h e pa rt ic ipant s to consider what Jesus’ message might be for each of these

smaller groups. Invite the participants to form small groups of three to discuss this message.
5 D ist r ib u t e a Bi b l e to each participant and direct everyone to look up Luke 14:7–14.

When all are ready, read the passage aloud, inviting the participants to follow along. Then
direct the small groups to discuss the parable using the following questions:
» In this parable, which groups does Jesus suggest are excluded from society?
» Which groups are excluded in our world today?
» Which groups had power and privilege in this parable?
» Which groups have privilege in our world today?
You may want to write these questions on a sheet of newsprint for the groups to refer to.
6 A s k ea c h sm a l l g r oup to share with the large group just one answer to each of the
questions from step 5. Then note the following:
» In this Gospel, Jesus tells the parable of a man who gives a feast and sends out his servant
to invite guests. When all the usual guests decline, the man tells his servant to bring back
whomever he can find. People of all classes, genders, and ranks are invited to the banquet.
» The parable is a keen reminder that God’s banquet table is open to anyone who will
accept the invitation.
7 N o w ask the small groups to brainstorm three practical ways they can welcome people
who sit on the margins of society. Invite the small groups to share their responses with the
large group.
8 C o n c l ude t h e tim e together with prayer. Pray for the groups that sit on the margins
of society. Ask God for forgiveness for the sins of domination and exclusion. Ask God to open
the eyes of the participants (and you) to the inequalities in society and to give each person the
wisdom and courage to work for the change God desires. Pray that Christians all over the
world will prepare a welcoming banquet table where everyone can sit as equals and share a
meal together.
Elements of Love
in T h is act i vity, the participants explore what Scripture has to say about caring
for those afflicted with HIV and AIDS.

M ate r i a l s
» bags with props (an eclectic collection of items from a dollar store is good), one bag for each group of
Needed
three to six participants

» small slips of paper, one for each group of three to six participants
Note: On the slips of paper, write down one love attribute found in 1 Corinthian 13. For example,
“Love is patient” or “Love is kind.” Place one slip into each prop bag.
Activity Steps
1
3 D ist r ib u t e a Bible to each participant. Read aloud 1 Corinthians 13.
3
2 D iv ide the participants into groups of three to six. Give each group a prop bag. Explain that:
» In each bag, you will find a piece of paper with a love attribute written on it—one of the
attributes we have just heard from in 1 Corinthians 13.
» You will also find various props.
» Using the props in your bag, your group must develop a skit about HIV and AIDS that
illustrates your noted love attribute.
» So, for example, if your attribute says, “Love is kind,” your skit must show how, in the
context of addressing HIV and AIDS, “Love is kind” might be demonstrated.
3 Giv e t h e g r o ups 20 minutes or so to develop and practice their skits. Then invite the
groups to introduce their “love attribute” and present their skit.
3
4 N o t e that although done in fun, the skits teach some serious lessons about how we should
approach HIV and AIDS. Then initiate a large-group discussion using the following questions:
» What did this activity make you think about that you never before considered?
» How can we ensure that our responses to HIV and AIDS embody the principles of
1 Corinthians 13?
» If the love attributes of 1 Corinthians 13 were respected, how would the world’s re-
sponse to HIV and AIDS be different than it is now?
Scripture and AIDS
in T h is act i vity, the participants explore Scripture for insights about how Christ
might have interacted with those suffering from AIDS.

M ate r i a l s
Needed

» blank paper, one or two sheets for each group of three or four participants
» pens or pencils, one or two sheets for each group of three or four participants
Activity Steps
1 Be g in b y ask in g the participants to consider the following questions:
» If HIV and AIDS had existed in Christ’s day, what kind of biblical story might have
been told? What would Christ have done?
Allow for some quiet reflection before proceeding with the next step.
2 D iv ide t h e la r g e grou p into small groups of three or four. Provide each partici-
pant with a Bible. Provide one person in each group with a sheet of blank paper and a pen or
pencil. Invite the groups to choose a biblical story of healing, and read it together. Then invite
them to reread the story but this time to substitute HIV and AIDS for the original disease. Ask
them to make whatever adjustments are necessary to make the story coherent.
3 I n vit e t h e g r o ups to share their stories with one another. After each summary, pose
the following questions for discussion:
» What is the primary message of this Scripture?
» Does the substitution of HIV and AIDS for the original disease change the biblical story
in any major way? If so how?
4 C o n c l ude b y c o nd uct i ng a large-group discussion using the following questions:

» What are the similarities between the issues faced by sick people in the first century and
the issues faced by sufferers of HIV and AIDS today?
» How would Christ have treated this disease?
» How would Christ treat the victims of HIV and AIDS?
» What does this exercise teach us?
» How might this teaching change your actions?
The Power of a
Caring Community
in T h is act i vity, the participants explore what Scripture has to say about caring
for those afflicted with HIV and AIDS.

M ate r i a l s
Needed
Activity Steps
1
3 P r o v ide each participant with a Bible. Together, read through Mark 2:1–12. Then note the
following:
» Mark 2:1–12 is a story of forgiveness and healing. It tells of the power of Jesus and of
the power of a caring community.
» The nature of the man’s affliction is not key to the story. We only know that he was very
ill and could not walk. We know that his friends—his community—were determined to
see him healed.
» They were determined enough to lug a heavy stretcher up to the flat roof of a house, dig
through the hardened clay roof, and lower their friend to Jesus. Moved by their compas-
sion and faith, Jesus offered forgiveness and healing to the man.
» This Bible passage is not just about God’s miraculous power to heal. It is about the
power of community to care for those who are ill. It is about determination to seek out
healing for others. It is about confronting a task that seems impossible and not giving up
in the face of it.
» We must not give up on hope for a cure for HIV and AIDS. The disease knows no
geographical boundaries. It is not limited by gender or age. It infects and affects men,
women, and children.
» Effectively confronting HIV and AIDS will require a caring and determined global com-
munity. Like the friends of the paralyzed man, we must take responsibility for the well be-
ing of one another, recognizing the inherent worth given each person by the Creator God.
The Power of a Caring Community (continued)
2 I n vit e t h e pa rt ic ipant s to reflect on the idea of responding to the plight of people
living with HIV and AIDS as though we were all members of the same caring community.
Then ask this question:
» How does this challenge or inspire you?
You may either invite the participants to reflect on this question quietly or invite a few to share.
3 I n vit e t h e pa rt ic ipant s to turn to Matthew 25:35–36 in their Bibles. Read through

the passage together, then offer the following points:
» The text from Matthew tells us clearly that as we care for those who suffer, we care for
Jesus.
» Regardless of why or how people become ill, they require merciful care. They become as
Christ to us. As we respond to them with justice, compassion, and love, we become as
Christ to them.
4 I n vit e t h e pa rt ic ipant s to reflect on the following questions:

» How can the people of your church be as Christ to people with HIV and AIDS?
» What can you do to encourage your church to make HIV and AIDS a priority of prayer
and mission work?
You may either invite the participants to reflect on this question quietly, or invite a few to share.
5 R e ad a gai n both Bible passages, this time reading the Matthew text first. Then ask the
participants to think about the crucial role played by the friends who brought the ill man to
Jesus. Invite them to join you in prayer as you pray:
» Pray that our eyes will be open to the opportunities around us to lift up those who are
suffering and carry them into a caring community.
Handouts
and
Resources
r e s o u rc e 1
Wildfire Special Instructions Cards
When you shake hands with some- When you shake hands with some-
one who scratches your palm, DO one who scratches your palm, DO
NOT scratch the palms of the other NOT scratch the palms of the other
people you subsequently shake people you subsequently shake
hands with. hands with.
A
When anyone attempts to shake
hands with you, DO NOT shake
A
that person’s hand. Just reply po- that person’s hand. Just reply po-
litely that you are pleased to make litely that you are pleased to make
that person’s acquaintance but do that person’s acquaintance but do
not wish to shake hands today. not wish to shake hands today.

P
P
that person’s hand. Just reply po- that person’s hand. Just reply po-
litely that you are pleased to make litely that you are pleased to make
that person’s acquaintance but do that person’s acquaintance but do
not wish to shake hands today. not wish to shake hands today.
Resource 1: Permission to reproduce is granted. Copyright © 2008 by World Vision Inc.
r e s o u rc e 2
cas e s t u d i e s
Case Study 1
Living a Normal Life in Lesotho
A l in a l iv es in L e s o t h o, a very dry country surrounded by South Africa. Lesotho
is one of the four countries most affected by the HIV and AIDS pandemic. The employ-
ment situation there is grim. A large percentage of the male population travels far dis-
tances to work in mines in neighboring South Africa. Often, the men return home to their
families for only two weeks out of the year. Prostitutes frequent the mining communities.
Alina’s husband became sick after going away to work in the gold mines; he infected
Alina and she passed the infection on to her daughter during childbirth. Alina’s husband
died of AIDS soon after she became sick. Since then, she has not been able to continue
her work as a waitress in one of the local restaurants. Her sister, the only one who knows
the HIV status of Alina and her daughter, provides Alina and her daughter with food and
other basic necessities. Fresh vegetables and fruit would help keep Alina and her daughter
healthy, but Alina can only afford maize. Often there is not enough food for both her and
her daughter, which forces Alina to sacrifice her portion for her daughter. Alina has not
told her friends about her condition.
She is ashamed of it. Instead, she avoids her friends. She sits in the house and hides.
She has accepted the fact that she and her daughter will likely die, but she tries to live as
normal a life as possible with her daughter.
» What support might have been given to Alina to prevent her from contracting HIV?
» Who in Alina’s life is indirectly affected by her condition? How?
» What support, and from whom, does Alina need to be able to continue to be a full
member of society?
r e s o u rc e 2
cas e s t u d i e s
Case Study 2
Theresa’s Story
Th e r esa is a 15-year-old living in Zimbabwe. When her parents died of AIDS, she
was the only person left to care for her three younger siblings. She has spent most of her
life caring for other people. When her parents were alive, she helped them care for her
younger siblings and farm their small plot of land. She then cared for her parents when
they became sick. She entered the sex trade when an older man with money offered to pay
her school fees so that she could go to school. She desperately wanted to go to school but
would not have been able to go without financial assistance. The man also bought food
for Theresa and her siblings. The man did not demand sex at first. She thought he sup-
ported her because he was kind and felt sorry for her situation. When he initially asked
for sex, Theresa refused. He then became violent and raped her. He eventually tired of
Theresa and abandoned her. When the man left, Theresa was no longer able to afford to
go to school. She lacked work skills and education, so she could not get a job or feed her
siblings. She felt her only option was to become a prostitute. Theresa learned about HIV
and AIDS and knew that condoms could prevent her from getting the disease, but most
of the men who paid her refused to wear condoms. Theresa is now HIV-positive. Theresa
continues to work as a prostitute, so she is somewhat able to support her siblings and pays
for one of them to go to school. She knows that she will eventually get sick but hopes that
she will stay well long enough to care for her siblings until they are old enough to support
themselves.
» What support might have been given to Theresa to prevent her from contracting HIV?
» Who in Theresa’s life is indirectly affected by her condition?
» What support, and from whom, does Theresa need to stay healthy and be a full member
of society?
r e s o u rc e 2
cas e s t u d i e s
Case Study 3
Old Man’s Memories, Young Man’s Hopes
I n r u ra l c e n t r a l Malaw i, being a fit 75-year-old is a mixed blessing. Kenneth
Kavwenge sits on the mud-plastered step of his house thinking about the past. He is inter-
rupted by one of the grandchildren who depend on him for their care. His last daughter,
Martha, passed away two weeks ago, leaving her three children in his care. All of Ken-
neth’s own children have died and his grandchildren largely depend on his mental acuity
and physical health for their own survival. How long, he wonders, can he continue to care
for them? He remembers when AIDS was not destroying the community, when children
had parents, when old people were lucky enough to be cared for by their adult children.
Now, however, his fate is to be among a generation of grandparents struggling to pick up
the pieces in the wake of the AIDS pandemic. Kenneth’s wife died many years ago, so he
alone is caring for Chembe, 14; Rose, 7; and Pedro, 5. Chembe is a remarkable teenager
who was forced into maturity after seeing much death and suffering in his house. He takes
on many of the duties of parenting the younger children. The children’s mother died after
being desperately sick for five months with AIDS. On her deathbed, Martha asked her
father to care for her children. This was the only choice available to Martha; the children’s
father had died after a lengthy battle with AIDS. Chembe feels that he and his younger
siblings are lucky because he knows that orphans tend to live in miserable conditions, as
opposed to children with parents or guardians. Orphans have less food, fewer clothes,
and few options for education; they are also vulnerable to labor exploitation and abuse.
Chembe knows how lucky he is that his grandfather is alive. He hopes to go to secondary
school to eventually study medicine. AIDS has ruined numerous lives in Kenneth’s com-
munity, creating several orphans. There aren’t many elderly people in the community, but
when you see them, they too are caring for orphans. Those children who have grandpar-
ents are very lucky; they would have many more problems otherwise.
» How do HIV and AIDS affect Kenneth and his grandchildren?
» Who else in the village is likely to become affected by HIV?
» How might the lives of Kenneth and his grandchildren have been different without the
effects of HIV and AIDS?
» What might the future be like for Kenneth and his grandchildren?
» What support, and from whom, do Kenneth and his grandchildren need in order to
become full members of society?
r e s o u rc e 2
cas e s t u d i e s
Case Study 4 Childhood Lost:Teenage

Boy Cares for Sisters Orphaned by AIDS
W h e n his pa r e n t s di e d, Richard was only 8, Winnie was 6, and Catherine,
the youngest, was 4. Today, 10 years later, Richard has become both their “father and
mother.” When Richard’s parents died, his older siblings abandoned the three youngest
children. This left Richard in charge. The young children spent time with their grandfather
during the day and went back to their house at night. When their grandfather died a few
years later, they moved into his house and are still living there. Richard had to stop going
to school because there was nobody to pay his school fees. The sisters are sponsored by
World Vision, which pays their school fees and sometimes the costs of their school sup-
plies. They sometimes do not have enough food, however, and Richard must find odd jobs
during the day to feed himself and his sisters. Because he knows his parents died from
AIDS, Richard has decided to remain celibate until he gets married. He does not date girls
because of AIDS. “I was told that the safest way is to totally keep away until I am ready
to get married,” he remarks. Richard is protective of his sisters; he wants them to finish
school and not become involved with boys so that they do not get AIDS. The sponsorship
program has helped advise the community on the need for children to complete their edu-
cation and on the dangers of HIV and AIDS. Richard is aware of this education campaign,
and the advice he has for his sisters when a boy asks them for sex or any kind of relation-
ship is, “Refuse, run, and tell me!”
» How do HIV and AIDS affect Richard and his sisters?
» Who else in the village is likely to become affected by HIV??
» Without the effects of AIDS on their lives, how could the lives of Richard and his sib-
lings have been different?
» What might their future look like?
» What support, and from whom, do they need in order to become full members of society?
r e s o u rc e 3
Our Affected Group Activity Cards

You are an adult living in Botswana. You are an adult living in Botswana.
You are infected with HIV. You are infected with HIV.
Please stand when you are asked. Please stand when you are asked.
36 percent of adults 36 percent of adults
You live in Botswana. You are an adult living in Botswana.

You have lost one or both of your parents to AIDS. You are infected with HIV.
29 percent of youth 36 percent of adults
You live in Botswana. You live in Botswana.

You have lost one or both of your parents to AIDS. You have lost one or both of your parents to AIDS.
29 percent of youth 29 percent of youth


You have lost one or both of your parents to AIDS. You have lost one or both of your parents to AIDS.

r e s o u rc e 4
Success Stories
AIDS Orphan Irene Sees a Future in the Stars
A Ugandan Success Story
by Nigel Marsh
Th e r e is s o m e t h in g about the stars that gives 14-year-old Irene Namasinga

hope for the future. Maybe it’s their beauty, or maybe she visualizes her parents up there
somewhere, but Irene loves looking at the celestial display at night above her home in
Rakai, Uganda. Ask her what she wants to be when she grows up, and she says, simply,
an astronomer. It’s not an answer you expect to hear among children in one of the poorest
communities in the world.
Irene slips out of the mud-brick-and-iron-sheet home, leaving her brothers Bernard, 16,
and Joseph, 12, and her little sister, Diana, 11. Sitting in the compound among the banana
plants, she stares upward. Eventually, satisfied with the show, she goes inside again, ready
to sleep and continue the more prosaic life of an orphan of the AIDS epidemic in Uganda.
The children’s father died of AIDS nearly three years after his wife died. Daddy was a
mechanic, something proudly remembered by Bernard and Joseph, who want to follow in
his footsteps. With no one else to care for them, the children remained in the family home.
Stargazing is not for Bernard; he has too many responsibilities for that. He has been
head of the household since he was 13.“We were registered in World Vision’s program
following our mother’s death,” explains Bernard, a bright, thoughtful child, who seems to
bear the duties of a man well. “I have been responsible for the family on my own since my
father died, but I don’t know what would have happened without World Vision.”
“We grow food in our garden, things like matooke [savory bananas]. But when we
have been hard up and had nothing to eat, World Vision has helped us out. I haven’t had
to ask for help in more than a month, though.”
Bernard is one of scores of beneficiaries to receive a bicycle in the past few days, and he
is very enthusiastic about it. Fetching water from the borehole half a mile away, going to
the dispensary for drugs when his siblings get sick, visiting the World Vision office—there
is no end to the plans he has already made for the bike.
World Vision is helping all the children continue their schooling by providing school-
books, pens, and uniforms. For now, they are all at the same institution—Ssanje Primary
School. Bernard’s science teacher, Deo Matovu, is one of a growing band of teaching staff
in Rakai who were once orphans themselves.
As part of its commitment to improving education in its project area, World Vision sees
pupils in difficult circumstances through secondary school. Bright students are encouraged
to go on to teacher training college at World Vision’s expense—provided they promise
to come back to Rakai to teach. Many teachers have been sent for training through this
initiative, and the quality of education in rural Rakai is soaring. “Teaching is very impor-
tant,” says Deo. “My parents died while I was in secondary school, and I would never
have had the chance to go on to further education without World Vision.”
Our visit falls just two days after the inauguration of four smart new classrooms at the
r e s o u rc e 4
Success Stories (continued...)

school. Two more blocks have been renovated. This brings the total number of classrooms
that World Vision has built to 35, and total renovations to 259. The school has a new
lease on life, and Deo and his colleagues are excited about their working environment.
The local authorities are pleased, too, recognizing World Vision as a caring and construc-
tive partner. Perhaps most importantly, the pupils recognize the importance of what has
been done for them.
Stargazer Irene offers her own simple vote of thanks to World Vision. “Without them,
we probably wouldn’t be alive, and certainly not together. Some of us would have had to
have gone to other places to find food, and then we wouldn’t be a family any more.”
AIDS Orphan Irene Sees a Future in the Stars
Changing the Future of HIV and AIDS

A Thai Success Story
Thailand was the first country in Asia to document the HIV epidemic. After a brief period
of denial, the country organized a national program, supervised from the highest levels of
government, to respond to the epidemic.
Recognizing that most HIV transmissions were occurring through commercial sex,
government efforts focused on reducing the number of males visiting female sex workers
(FSWs) and on promoting condom use in all commercial and casual sex contacts. These
efforts substantially changed levels of risk behavior. The percentage of male adults visiting
female sex workers has fallen significantly, and condom use when visiting sex workers has
become the norm.
The success of Thailand’s “100 percent condom program” has not had much effect on
the transmission of HIV from infected males to their regular sex partners (usually their
spouse). However, the program has generated enough behavioral change among FSWs
and their visitors, that the overall number of new HIV infections in Thailand each year
has been reduced—a monumental success.
Disc ussio n Q u est io n s:

» What kinds of changes were important to the success of these two initiatives?
» What knowledge can we take away from broad-scale initiatives like the Thailand
example?
» What knowledge can we take away from local-scale initiatives like the Uganda
example?
» Some people feel that the AIDS pandemic is just too widespread to do anything
about it. How do you feel about that way of thinking?
h an d o u t 1
Participant Instruction Sheet

Co n side r t h e f o l l o win g six prescriptions for crushing AIDS:
» End the stigma.
» Make AIDS drugs available to all.
» Empower women.
» Tackle poverty.
» Free up the funds (forgive debt in developing countries, change economic adjust-
ment policies).
» Support AIDS education.
From what you’ve learned about HIV and AIDS, explain how each prescription will make
a difference. Give examples.
Consult the additional information sources provided in order to strengthen your explana-
tion and add examples.
Consider the impact of each prescription. Which one will have the greatest impact? Why?
Handout 1: Permission to reproduce is granted. Copyright © 2008 by World Vision Inc.
h an d o u t 2
Comic Strip Template
Handout 2: Permission to reproduce is granted. Copyright © 2008 by World Vision Inc.
Appendix
OVERVIEW
HIV and AIDS: An Overview

HIV and AIDS is the biggest crisis the world has ever seen. It is killing more people than any
war or famine in history. But it doesn’t have to be this way. With access to treatment and
education, the disease can be halted and people can live longer, healthier lives.
What are HIV and AIDS?
HIV stands for human immunodeficiency virus. AIDS stands for acquired immune defi-
ciency syndrome. Someone who contracts the HIV virus is said to be “HIV-positive.” HIV is
a retrovirus that attacks the immune system so that it can’t fight off illnesses and infections.
As the disease progresses, a person with HIV contracts secondary infections like tuberculosis
or pneumonia, and is said to have AIDS. This process usually happens within eight to 10
years. However, some people become sick very rapidly and others can remain healthy for
many years. This can vary according to a person’s age, whether they have access to proper
health care, and other factors. Without treatment, a person with HIV and AIDS will suffer
from infections, sometimes for months or years, before eventually dying from them.
What impact does HIV and AIDS have on people’s lives?
HIV and AIDS have a disproportional impact on people who are poor. If you live in poverty,
you are likely to be poorly educated, malnourished, and vulnerable to exploitation. You also
have less access to basic medicines and health care. All these factors contribute to spread of
HIV and AIDS.
HIV and AIDS have a profound and systemic effect on household income and sustain-
ability. AIDS pushes people deeper into poverty, and households lose their breadwinners.
Livelihoods are compromised, and savings are consumed by the cost of health care and
funerals. The process of passing on knowledge and expertise—in land preparation, crop cul-
tivation, handicrafts, cultural beliefs, and traditions—to the next generation is undermined.
The United Nations Security Council has highlighted HIV and AIDS as a threat to global
peace and security. High infection rates create conditions where famine, repression, or violent
conflict and war occur more easily. In turn, these conditions accelerate the spread of HIV.
HIV and AIDS also have a significant effect on formal institutions. When trained profes-
sionals die, the capacity of institutions such as schools, universities, and health-care services
are disrupted and the difficulties in meeting the needs of an HIV and AIDS affected popula-
tion are compounded.
Food security is also considerably affected, particularly in countries where the majority of
the population is engaged in agriculture. Because HIV and AIDS affect the most produc-
tive group of people, it threatens not only the food security of households but also the
long-term capacity of communities and nations to produce food and secure their liveli-
hood. Lack of food also decreases the resistance of men, women, and children to opportu-
OVERVIEW
HIV and AIDS: An Overview (continued...)

nistic infection and therefore accelerates the onset of the disease.
In addition, gender inequality is a major driving force behind the AIDS pandemic.
Women are biologically more at risk of HIV infection than men and carry the biggest
burden of caring for the sick and dying. Women have lower incomes, status, and educa-
tion levels; limited legal rights; and less access to resources such as social and health-care
services. Social traditions and economic factors also limit women’s ability to express their
wishes regarding choice of sexual partners and safer sex practices. There is growing evi-
dence that a large share of new HIV infections is due to gender-based violence in homes,
schools, the workforce, and other social institutions.
HIV and AIDS have orphaned millions of children. The number of child-headed house-
holds is increasing as a result. AIDS orphans are at risk of malnutrition, illness, abuse,
child labor, and sexual exploitation, and these factors, in turn, increase their vulnerability
to HIV infection. They also suffer the stigma and discrimination often associated with
HIV and AIDS and may be denied education, work, housing, and other basic needs as a
result.
Girls are particularly affected because they are more likely to drop out of school to care
for parents infected with HIV, for their younger siblings, or for other family members.
Orphans also leave school because of discrimination, emotional distress, inability to pay
school fees, or the need to seek a means to sustain daily life.
Young people (those who have reach puberty) are the most vulnerable group because
they often lack the knowledge or skills to practice safe sex. Studies from around the world
have established that the vast majority of young people have no idea how HIV is transmit-
ted nor do they know how to protect themselves from the disease.
How is HIV Transmitted?
HI V is pass e d on when someone comes into contact with certain bodily fluids of an
infected person. These are the ways it can be transmitted:
» Heterosexual and homosexual sex. Heterosexual sex is by far the most common way
that HIV is transmitted in developing countries. In sub-Saharan Africa, at least 90
percent of transmissions are through heterosexual sexual contact. The chances of HIV
being transmitted through sex are higher if other sexually transmitted infections are
present, if sex is unprotected, or if the infected person is in the very early or late stages of
the disease.
» Mother-to-child. Mothers can transmit HIV to their babies during pregnancy, birth, and
breastfeeding. Without treatment, babies born to HIV-positive mothers who are not
breastfed have a 15 to 30 percent risk of contracting the disease. Breastfeeding increases
this by 10 percent to 15 percent.
OVERVIEW
HIV and AIDS an Overview (continued...)

» Blood transfusions and sharing of needles during intravenous drug use. These are the
most efficient (although not the most common) ways of passing on HIV.
Who Has HIV and AIDS?
» An estimated 33 million people were living with HIV in 2007.
» Every day nearly 7,400 people become infected with HIV and more than 5,400 people
died from AIDS-related causes.
» Since the beginning of the epidemic, 25 million people have died of AIDS-related causes.
» Women account for nearly half of all people living with HIV worldwide, and more than
half of HIV infections in sub-Saharan Africa.
» Young people, age 15-24 years, account for an estimated 45% of new HIV infections
worldwide.
» Globally the number of children younger than 15 years living with HIV increased from
1.6 million in 2001 to 2.0 million in 2007. Almost 90% live in sub-Saharan Africa.
» It is estimated that 90% of children living with HIV acquired the virus during pregnancy,
birth, or breastfeeding.
» Once a pregnant women is infected with HIV, there is a 35% chance that without inter-
vention she will pass the virus on to her newborn during pregnancy, birth, or breastfeeding.
Where are HIV and AIDS Most Common?
Th e a r e a in the world that is most affected by HIV and AIDS is also one of the poor-
est regions in the world—sub-Saharan Africa, where about 67% people are infected.
Some countries have particularly high rates; for example, in Botswana and Swaziland, 30
percent of the population ages 15 to 49 have HIV and AIDS.
HIV and AIDS are also spreading rapidly in Eastern Europe and Central Asia, with about
1.7 million people now infected.
OVERVIEW
HIV and AIDS an Overview (continued...)

About 8.5 million people in Asia are infected, including 1.1 million people who were
infected in 2005 alone. Approximately 2 million people in Latin America and the Carib-
bean are infected.
Can AIDS Be Cured?
T h e r e is n o c u r e for HIV and AIDS, but it can be treated and prevented. People
with the disease can take drugs called anti-retroviral (ARVs). These slow the progression
of the disease and keep people healthy for much longer. People can live up to 20 years or
more with the disease if ARVs and good nutrition are available.
Because HIV and AIDS cause people to get secondary infections, such as tuberculosis
and skin diseases, they also need treatment for these infections. Yet 5 million to 6 million
people in developing countries urgently need anti-retroviral treatment. About 15 percent
have access to it. Prevention and education programs together with treatment are the best
approach to tackle the rapid spread of this killer disease.
Permission to reproduce is granted. Copyright © 2008 by World Vision Inc.
k e y p o in t s
Key Points About the Pandemic

HIV and AIDS devastates communities and families.
HIV infects some people, but HIV and AIDS affect everybody. Essentially, HIV and
AIDS threaten the quality of life, economic progress, and social structure of entire com-
munities and countries. HIV and AIDS are leaving a generation of orphans and vulner-
able children whose daily lives and futures are at risk. In many parts of the world, HIV
and AIDS are actually reversing years of progress made on community development
projects.
HIV and AIDS disproportionately affect women and girls.

Women and girls carry the greatest responsibility of caring for others who are suffering
from HIV and AIDS. Females are getting infected with HIV at an earlier age and are
dying younger than males.
HIV and AIDS are often misunderstood and misrepresented.

HIV and AIDS are diseases that come draped in stigma and fear. Both can be a difficult
topics to discuss because of biases and stereotypes that surface when someone is said
to be HIV-positive or to have AIDS. In many parts of the world, understanding of how
HIV and AIDS are transmitted or treated is not always clear. Afraid of being stigma-
tized and victimized, people may avoid testing—a key first step in dealing proactively
with HIV and AIDS. Education and awareness-raising programs are integral to pre-
venting the transmission of HIV and helping people to live with dignity and strength.
People who live in HIV- and AIDS-affected communities are not helpless victims.
Countless youth around the world are mobilizing community resources to educate
their peers about HIV and AIDS, provide care for people living with HIV and AIDS,
and advocate for the resources and support needed to fight HIV and AIDS in their
communities.
A comprehensive strategy to tackle the global spread of HIV and AIDS in-
volves three key interventions:
» Prevention
» Care
» Advocacy
GLOSSARY
Glossary of HIV- and AIDS-Related Terms

A I D S : Acquired immune deficiency syndrome. This is the condition caused by HIV (see
below). HIV infection becomes AIDS when the CD4 cell count (count of specialized white
blood cells that target HIV) has been reduced to less than 200 and the body has been
weakened to the degree where other viruses, such as tuberculosis or pneumonia, are able
to invade and infect the body.
A RV: Antiretroviral drugs used to help the body fight HIV.
CH IL D : A person under the age of 18, as defined by the United Nations.
D I SCR IM IN AT ION: The unfavorable or unfair treatment of a person or class of per-

sons because of race, sex, color, religion, national origin, age, physical or mental disability,
and so on.
HI V: Human immunodeficiency virus. HIV is the viral infection that causes AIDS.
IMMUNE S Y S TEM : The body’s way of protecting and fighting against disease, viruses,
and germs.
OR P H A N : A child who has lost one or both parents.
PA N DEM IC : A widespread disease outbreak affecting the population of an extensive

area of the world.
P REVA L A NCE: How widespread something is. HIV prevalence rates refer to the number
of people in a country who are HIV-positive.
S T IGMA : A mark of disgrace; a stain, criticism, or blemish on one’s reputation.
S T IGMAT IZ AT ION: The act of stigmatizing (branding, criticizing, disgracing) another

person—see stigma definition.
V I CT IM IZ ATI ON : An act that exploits or treats someone unfairly.
scri p t u r e
What The Bible Has to Say

About HIV and AIDS
D e spit e t h e va r ie d transmission and random nature of the disease, some Chris-
tians still remain ambivalent about HIV and AIDS. So what guidance does the Bible give?
Judgment or Accident?
The exodus followed a spectacular display of plagues that devastated the Egyptians who
had enslaved the Israelites (see Exodus, chapters 7–12). The reason for the plagues was
simple: “Pharaoh’s heart became hard” (7:13). The message was clear: Disobey God and
you will suffer. Using this as their biblical evidence, some Christians see HIV and AIDS as
God’s curse. They claim that by treating the disease, they are interfering with His justice.
But Jesus expressly denies the view that personal suffering is always due to personal sin.
In Luke 13:1–5, Jesus explains in the clearest possible terms that you can draw no conclu-
sions about a person’s previous behavior just because he or she has suffered or died in a
massacre or natural disaster.
When Jesus is asked why a man was born blind, He says that neither the man nor his par-
ents are to blame (see John 9:1–5); rather, He says, it is an opportunity for God’s love and
power to be displayed in the man’s life—and then Jesus restores the man’s sight.
In today’s blame culture, judging often comes instinctively. But Christians are not to judge
(see Matthew 7:1–5); instead, we are to care.
The Call to Compassion

God loves the fallen world and all who are in it. Jesus illustrates God’s compassion. He
touches lepers, making himself “unclean,” when others shun them as if they have the
plague (see Luke 5:12–13). He welcomes all kinds of outcasts (see 5:29–31).
When He sees a widow burying her son, who was her only means of support, “His heart
went out to her” (Luke 7:3). When He sees the hungry crowds, He feels compassion for
them (see Mark 8:2). He takes the role of a servant, not that of a master, and tells the
disciples to do the same (see John 13:12–17).
The Apostles teach Christians to live out their faith through compassionate service. So
they “gave to anyone as he had need” (Acts 2:44–45) and pool resources so that “there
were no needy persons among them” (4:34–37).
Paul encourages practical compassion in the international church. His first mission is not
scri p t u r e
What The Bible Has to Say

About HIV and AIDS (continued...)
to evangelize but to take famine relief to Jerusalem (see Acts 11:27–30). He teaches Chris-
tian responsibility for supporting others in need (see 2 Corinthians, chapters 8–9): We are
not to stand idly by watching others suffer.
Being a Good Neighbor

Jesus’ story of the Good Samaritan (see Luke 10:25–37) illustrates a practical demonstra-
tion of his command to “do good to those who hate you” (6:27). The Samaritan’s offer
to pay for further treatment is an example of going the second mile (see Matthew 5:41).
Christians are called to do the same, and not to follow the world’s false belief that we
should do good only to “our brothers” or to those we think deserve it (see 5:43–47). Be-
sides, the HIV and AIDS epidemic is decimating Christians as well as the wider community.
It is also striking that the Samaritan asks no questions about why the man had been at-
tacked. He does not assume, as his own theology might have encouraged him to, that the
victim must deserve all he got. He simply bathes his wounds. And Jesus says, “Go and do
likewise” (Luke 10:37).
So, at the point of need, the cause of suffering is irrelevant. The problem itself must be
addressed.
»About World Vision
W orl d Visi on is a Christian humanitarian organi-
zation dedicated to working with children, families, and
their communities worldwide to reach their full potential
by tackling the causes of poverty and injustice. Motivated
by our faith in Jesus Christ, World Vision serves along-
side the poor and oppressed as a demonstration of God’s
unconditional love for all people.
We see a world where each child experiences “fullness of

life” as described in John 10:10. And we know this can
be achieved only by addressing the problems of poverty
and injustice in a holistic way. That’s how World Vision
is unique: We bring more than 60 years of experience
in three key areas needed to help children and families
thrive: emergency relief, long-term development, and
advocacy. And we bring all of our skills across many areas of expertise to each community
we work in, enabling us to care for children’s physical, social, emotional, and spiritual
well-being. Partnering with World Vision provides tangible ways to honor God and put
faith into action. By working, we can make a lasting difference in the lives of children and
familes who are struggling to overcome poverty. To find out more and how you can help,
visit www.worldvision.org.
ABOUT W o r l d Visio n R e s ource s
Ending global poverty and injustice begins with education: understanding the magnitude
and causes of poverty, its impact on human dignity, and our connection to those in need
around the world.
World Vision Resources is the publishing ministry of World Vision. World Vision Resourc-
es educated Christians about global poverty, inspires them to respond, and equips them
with innovative resources to make a difference in the world.
For more information about our resources, contact:
World Vision Resources

Mail Stop 321
P.O. Box 9716
Federal Way, WA 98063-9716
Fax: 253-815-3340
worldvisionresources.com
A I D S has b e e n c a l l e d the greatest humanitarian disaster of our lifetime. Millions
of people have contracted the disease; many are dead already, leaving behind millions of
grieving family members. According to UNICEF, more than 15 million children world-
wide have lost one or both parents to AIDS. Its power is only enhanced by silence, stigma,
and fear.
AIDS is not just a health issue. It is an issue of economics, education, justice, development,
gender, and religion—virtually every aspect of human life. Never before has it been so
important for citizens around the world to break the silence of this pandemic. Breaking
the Silence: Increasing Awareness About HIV and AIDS is an educational resource for
educating and empowering young people to join the fight against HIV and AIDS.
Breaking the Silence includes three fully developed learning sessions recommended for old-
er youth (grades 9–12). These learning sessions can be presented in schools and churches,
and at youth-group meetings and other educational settings. Each session is designed to
take 60 to 75 minutes to complete. This resource includes more than a dozen stand-alone
activities as well. Activities vary in time from 10 to 40 minutes. These activities can be
added to the longer session plans to extend time or to expand on content. Combining
several activities also allows you to create additional session plans.
Copyright © 2008 by World Vision Inc.

Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716
worldvision.org

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Editorial Director: Milana McLead

Printed in the United States of America

Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL

During this resource’s preparation, all citations, facts, figures, names,

Part 1: Session Plans

Part 2: Educational Activities

Handouts and Resources

As Christians, we are inspired by the compassion of Christ. It is Jesus who calls us to

B r e a k i n g the S i l e nc e is an educational resource for empowering young people

The Global AIDS Pandemic

» What Do You Know (15 minutes)

» Wildfire Simulation (25 minutes)

2 P r o v id e ea c h pa rt ic ipant with a few self-stick notes and a pen or pencil. Then

7 O f f e r t h e f o l l o wing key po int s :

» AIDS is the term for acquired immune deficiency syndrome.

» How many of you were aware of these realities before today?

» You cannot avoid shaking hands with people.

13 Q ui c k ly s u rv e y the participants and have them identify by show of hands which of

» How do you feel about the person who infected you?

» Did you infect others? How does that feel?

» We ask this in the spirit of Jesus. Amen.

Through the Eyes of a Child

» Our Affected Group (10 minutes)

» Silent Stigma Simulation (30 minutes)

» Be seated again after we examine each statistic.

4 A s k t h e pa rt ic ipant s to describe and define the following terms:

» Do not look at your card.

» Jacks—are nasty people who appear nice but cannot be trusted.

» Queens—have a deadly, highly communicable disease.

» We will move around the room for five minutes.

» When I say stop, you will stop where you are.

» How did you feel toward one another?

» What did it feel like to be privileged (the kings)?

» Who felt victimized? What did it feel like?

» We just did an exercise on victimization. Let us consider this situation.

» People are getting sick with a disease.

» The disease leads to death.

» What can Americans do to reach out to orphans in Uganda?

» Lord Jesus, for healing those treated as outcasts. We thank you.

» Because you want to make all people healthy. We thank you.

» For your healing power today, Jesus. We thank you.

» Success stories (20 minutes)

1 I f y o u s o c h o os e , begin the session in prayer. Then offer the following comments:

» How can we be God’s hands, eyes and mind on this issue?

» Questions to ask might include the following:

Time Required: 20 to 30 minutes

» What influences your opinions on issues relating to HIV and AIDS?

Time Required: 30 minutes

» A large chalkboard, chalk and eraser

» How many people die of AIDS each year? [3 million]

» Where do the majority of people with HIV live? [sub-Saharan Africa]

» What does the “I” stand for in AIDS? [immune]

» What does the “V” stand for in HIV? [virus]

» How is HIV transmitted? [HIV-Infected bodily fluid]

» How many AIDS orphans are there worldwide? [15 million]

» How many of you were aware of these realities before today?

6 C o n c l ude t h e a c t iv ity by discussing ways in which the participants can better

Time Required: 20 to 30 minutes

» butcher paper and markers

Contributing HIV and AIDS Effect

» What Do You Know (15 minutes)

» Wildfire Simulation (25 minutes)

» AIDS is the term for acquired immune deficiency syndrome.

» How many of you were aware of these realities before today?

» You cannot avoid shaking hands with people.

» How do you feel about the person who infected you?

» Did you infect others? How does that feel?

» Our Affected Group (10 minutes)

» Silent Stigma Simulation (30 minutes)

» Be seated again after we examine each statistic.

» Do not look at your card.

» Jacks—are nasty people who appear nice but cannot be trusted.

» Queens—have a deadly, highly communicable disease.

» We will move around the room for five minutes.

» When I say stop, you will stop where you are.

» How did you feel toward one another?

» What did it feel like to be privileged (the kings)?

» Who felt victimized? What did it feel like?

» We just did an exercise on victimization. Let us consider this situation.

» People are getting sick with a disease.

» The disease leads to death.

» What can Americans do to reach out to orphans in Uganda?

» Lord Jesus, for healing those treated as outcasts. We thank you.

» Because you want to make all people healthy. We thank you.

» For your healing power today, Jesus. We thank you.

» Success stories (20 minutes)

» What influences your opinions on issues relating to HIV and AIDS?

» A large chalkboard, chalk and eraser

» How many people die of AIDS each year? [3 million]

» Where do the majority of people with HIV live? [sub-Saharan Africa]

» What does the “I” stand for in AIDS? [immune]

» What does the “V” stand for in HIV? [virus]

» How is HIV transmitted? [HIV-Infected bodily fluid]

» How many AIDS orphans are there worldwide? [15 million]

» How many of you were aware of these realities before today?

» butcher paper and markers

» butcher paper and markers

» Name some activities you can personally be involved in.

» address labels, a dozen or so

» pens or pencils, one for each participant

» AIDS is devastating communities like no weapon could. Every 10 minutes, 10

» Here are some examples of topics you may want to illustrate:

» total number of AIDS deaths to date.

» total number of AIDS deaths projected over a given period of time.

» AIDS deaths in the United States compared with other countries.

» number of women infected worldwide compared with the number of men

» number of children orphaned as a result of AIDS.

» You will have about 20 minutes to create your image.

» blank sheets of paper, one or two for each participant

» The presentation must be informative, but it may not be boring!

» Why is communication about HIV and AIDS important?

» newsprint and markers

» newsprint and markers

» The government wants to know the following:

» the goal of your program

» the specific activities you’ll engage in

» whose behavior will be changed and what specifically will change

» the most important messages you’ll promote

» with whom you’ll partner to achieve your objectives

» You will have 15 minutes to complete this task.

» blank paper, one sheet for each participant

» Of these, underline two you can do.

» Rewrite one of these.

» Circle two you can do.

» List what you can do about these hindrances.

» What will help you?

» What will you do?

» God sees helping others as an expression of love.

» What can we do to encourage others to show love to these neighbors?

» snacks and drinks for all participants

» Which groups are excluded in our world today?

» Which groups had power and privilege in this parable?

» Which groups have privilege in our world today?

» Bibles, one for each participant

» You will also find various props.

» Bibles, one for each participant