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HIV and AIDS if an HIV positive person was Why we don't use "HIV/AIDS"
involved in both the planning and presentation of
the classroom sessions. Seeing and speaking to an In this publication we have used the term 'HIV
HIV positive person, perhaps for the first time, and AIDS' instead of the more compact and
would help break down barriers and stigma as traditional form of 'HIV/AIDS'. Separating the
well as showing students that people with HIV two terms acknowledges that advances in treatment
'look just like you and me' and lead full, healthy, have made HIV and AIDS two very different (but
useful and fulfilling lives. related) conditions. With proper access to treatment
and support, people can live with HIV for decades,
Dealing with HIV and AIDS have children who are HIV negative, follow
practices which prevent the spread of the virus, and
in the classroom live life fully in their communities. When the
HIV and AIDS can be a very sensitive issue, disease progresses to AIDS, people die.
not least if it's a subject that directly affects you. Separating the terms helps us to consider more
Please be aware that there may be young people deliberately different needs and approaches and
in your class who know of someone with HIV or tries to overcome, at least in a small way, the
AIDS, or they may even be infected themselves. perception that HIV will always and inevitably
Try to build in time to your teaching for become AIDS and lead to death.
discussion and feedback and ensure that the class
knows where they can find advice, support and This is why, unless 'HIV/AIDS' is in a
further information locally. published title or quote, we think 'and' makes
things clearer.
1
www.avert.org
Advocacy support from members of the public Keep the Promise international campaign 3
Explaining the terms
to help achieve a goal or aim, speaking out calling on national and world leaders to
on behalf of others. keep the promises they have made on
AIDS Acquired Immune Deficiency Syndrome, tackling HIV and AIDS.
occurs when a person's immune system MDGs Millennium Development Goals
becomes so damaged that they are suscepti- Pandemic widespread disease outbreak that
ble to illness. People don't die of AIDS; affects the population of a large area of
they die of diseases, such as TB (tuberculo- the world.
sis) or pneumonia, which develop because
Positive term used to describe someone who
AIDS has destroyed the immune system.
has contracted HIV. (The test for the virus
ARVs antiretroviral drugs [ART = antiretroviral comes back "positive".)
therapy]
Stigma a negative attitude shown in different ways
Campaign organized course of action designed towards people with HIV and/or AIDS.
to achieve a goal.
TB tuberculosis
Developing country a generally poor country
UNGASS United Nations General Assembly
that is trying to grow economically
Special Session on HIV/AIDS (2001)
DoC Declaration of Commitment on
Universal Access making sure the whole world
HIV/AIDS signed at UNGASS by 189
has access to important treatments,
governments in 2001.
prevention measures, care and education
G8 Group of 8. The G8 is made up of the on HIV and AIDS.
leaders of Canada, France, Germany, Italy,
WHO World Health Organization
Japan, Russia, the United Kingdom and
the United States. WTO World Trade Organization - deals with
the rules of trade between nations.
HIV Human Immunodeficiency Virus, attacks
the body's immune system making it
harder to fight infections.
emic, through
IV/AIDS epid
"The global H d impact,
ng scale an
its devastati ncy and one
global emerge
constitutes a allenges to
formidable ch
of the most
d dignity..."
human life an laration of Com
mitment
UNGASS Dec
All about wounds from an HIV positive person coming into
contact with a wound on an uninfected person.
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Since there is no cure for AIDS, prevention is Why don't people just stay
really important. Everyone needs to be taught
about the disease. Even in developed countries, up safe?
to a third of people with HIV don't know they For young people, the best prevention methods
have it so it's everyone's personal responsibility to are, of course, not to take drugs and not to have sex
protect themselves from possible infection. until they are older and in a committed
relationship. Yet sometimes answers to how people
Isn't AIDS just a disease that can protect themselves are not so simple. HIV and
poor people get? AIDS are linked with deep and complex issues in
society. For instance, due to inequality and
Although it's not caused by poverty, AIDS and economic pressures, many women and girls do not
poverty are closely linked. Without education, have the choice to say no to sex. Women may
resources for prevention, good health care systems suspect that their spouse or partner is putting them
and treatment, HIV spreads easily in poor at risk of infection with HIV or another sexually-
countries. Most people in developing countries do transmitted disease. Extreme poverty may force
not have access to antiretroviral drugs. Even simple women and girls to engage in sexual activity to get
medicines like painkillers and antibiotics are hard money or other goods to help their families survive.
to get in these countries. HIV and AIDS also make
poverty worse because it is mainly the working Thus people need to know all the ways to
population (15 to 49 year olds) that become prevent the transmission of HIV. Scientists and
infected with HIV and develop AIDS. In some public health experts tell us that that avoiding sex
areas, even HIV positive people who are well and outside marriage, mutual faithfulness between
able to work are not given jobs because of stigma two uninfected people, and using a condom are
against them. Also, many parents are dying of important ways to significantly reduce the risk of
AIDS, leaving their children to be cared for by transmitting HIV through sexual activity. Drug
addicts who are not yet able to stop injecting
elderly relatives who often do not work and do not
have the money to support their grandchildren. drugs need to have access to clean needles and 5
For HIV and AIDS to be tackled, poverty also avoid sharing needles and syringes so that they too
needs to be addressed. Poverty isn't natural; it is can reduce the risk of HIV infection.
caused by government policies and human Many of these issues can't be resolved easily. It
behavior that need to change. is important to help people receive information
Although two-thirds of all people with HIV live and support on all the prevention methods
in Sub-Saharan Africa, HIV infection is increasing available, and to work to address some of the root
in almost every country in the world. This is partly causes, such as poverty and inequality, that make
due to the fact that fewer people are dying now some people more vulnerable.
from AIDS-related illness so there are more people
living longer with HIV. Educatin
g the youn
they will p g is fighti
rotect the ng
educate o mselves. S HIV because, first,
thers. Thir econd, th
And, finall d, they wil ey will
people since 1981.
Every day more than 6,000 children are orphaned by More than 95% of all people
living with HIV are in the developing world and
pia
AIDS. A third of these children are under five years old. 95% of all deaths from AIDS -related illnesses have
There are 40.3 million people in the world today with happened in the developing world.
HIV - that's more than double the number in 1995.
3.1 million people died because of AIDS-related
Only 1 out of every 10 HIV positive people in Africa
and 1 out of 7 in Asia have access to antiretroviral
illness in 2005, and 4.9 million people became infected. treatment. In rich, northern countries, most people
More than 500,000 children (aged under 15) were
among the AIDS-related deaths in 2005, and 700,000
with HIV receive treatment.
Only 1 out of every 10 people living with HIV has
children were newly infected with the virus. been tested and actually knows that he or she is positive.
UNAIDS, AIDS Epidemic Update, December 2005
At the
accept beginning it w
th a
was the e diagnosis - s very difficu
end of like mo lt
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again e world. But agined
Real fight a
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Speak out!
Independence movements, human rights, votes
for women, abolition of slavery in the west - our
world's history is full of examples of achievements point?
in society brought about by people standing up
and speaking out when they think something is
wrong. When people see an injustice in the
world, they sometimes organize people to
get together and speak out against what's
wrong and try to get it changed. This is
called campaigning. Can you think of a
Youn
campaign you've heard about either where g peop
le ca
you live or in another country? n ma
ke th
eir v
oice
s he
ard!
Why bother campaigning?
debtBecause it works! Look at the Jubilee 2000
campaign or the campaigns against landmines
- they reached loads of countries around the world,
7
to be
things were changed because of them, and world eeds
o f w hat n r all.
o
leaders couldn't fail to hear what people were ideas er place f
their tt
s t s hare orld a be
saying. Think of a campaign that you've heard of le mu he w
Peop o make t
t
that has made a difference. Why did it work? d o n e
What
wayBecause if you were being treated unfairly in some
you'd want someone to stand up for you,
kind of things
wouldn't you?
might be part of a campaign?
important
Because your voice and your opinions are
and you can make them heard.
There are many different ways to campaign. The
key is that, whatever the action, it needs to be
organized and have a goal. The most common sorts
of campaigns are things like:
wristband.
Wearing a colored armband, a button or a
stice send
trade ju
th is o ne for rs.
ns like leade
stratio world
Demon t messages to www.e-alliance.ch/keepthepromise.jsp
n
importa
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What
2000 Millennium Development Goals (MDGs)
happened are agreed by all UN member countries
and development organizations.
1981 First clinical identification of 2001 G8 leaders address HIV and AIDS
HIV and AIDS, Los Angeles, USA. and lack of development in Africa.
1981 - Although this was the first official identification 2001 - The UN Declaration of Commitment (DoC) on
of HIV and AIDS, there is evidence to suggest HIV/AIDS is an important list of firm
earlier cases. commitments that the leaders pledged to fulfill in
response to the AIDS crisis. In the DoC there
2000 - In September 2000, at the United Nations
were 103 statements of commitment and targets
Millennium Summit, 191 world leaders and
with the aim of halting and reversing the HIV and
development organizations agreed to 8 time-bound
AIDS epidemic. It included milestones to be met
and measurable goals - which range from halving
by 2003, 2005 and 2010. Progress on the
extreme poverty to halting the spread of HIV
promises will be reviewed in June 2006.
and AIDS and providing universal primary
education - all by the target date of 2015. These The destruction of the World Trade Center on 11
are called MDGs. September 2001 meant that, from this point on,
national security became the central issue in many
development-related meetings and reports instead
of issues such as HIV and AIDS.
AIDS
is
is both an extraordin
2003 The first major review of the promises made in the develop
an eme
rg
ary kin
d
ment is ency and a lo of crisis; it
2001 Declaration of Commitment on HIV/AIDS sue. ng-term
at the UN General Assembly meeting. UNAID
WHO launches '3 by 5' Campaign. S 2004
Report
2002 - The Global Fund to Fight AIDS, Tuberculosis The '3 by 5' campaign made significant
and Malaria was created following a commitment improvements in ARV access in some countries,
made at the 2001 UN Special Session on AIDS. but falls short of their end of 2005 target by half.
It combines money from governments, private
2006 - All the reports and meetings since 2000 show
donors and other organizations and uses them to
real gains, but the problem is only getting worse -
fund projects fighting the three diseases. At the
the number and impact of HIV infections
beginning of 2006 the Fund had given $4.4
continue to grow. As world leaders review their
billion to projects in 128 countries.
commitments and the progression of the epidemic,
2003 - The first major review of the 2001 UNGASS we need to let them know that we are watching to
Declaration by the UN General Assembly confirmed make sure they keep their promises. We want less
the increasing problem of HIV and AIDS. talk and more action. With enough political will,
we can stop the spread of HIV and AIDS.
The '3 by 5' Campaign was launched by the WHO
aiming to provide 3 million people living with HIV
in poor countries with ARVs by the end of 2005.
2005 - At their summit, G8 leaders pledged to develop Want to know more?
and implement a package for HIV prevention, You can find the latest facts and figures about HIV and
treatment and care with the aim of coming as AIDS at www.unaids.org and more informationn about
close as possible to the goal of universal access by the promises made at :
2010 for all those who need it.
www.worldaidscampaign.org or www.e-alliance.ch
Lesson One
Split the class into pairs and send one of each pair
Shout it out! to the far end of the classroom or playground.
Aim: To find out what knowledge and Give the other half of the pair a piece of paper
perceptions pupils have about HIV and AIDS and with a fact about HIV and/or AIDS written on it
to separate the fact from the fiction. (see pages 4-5 for possible facts). Each piece of
paper needs to contain different information.
Duration: 20 minutes
When you give the go-ahead, the people with the
You will need: board and marker or paper paper should shout their fact over to their partner.
and pens
There will be much noise but, if you can, draw the
shouting to a close after a few minutes and ask the
Write AIDS on the board or paper and ask the
pupils what they thought about the exercise.
class to all stand up. Each pupil in turn must say
Did they get the message that was being
a word associated with AIDS, then they may sit
shouted at them? Why or why not? Now
down. Write the words up on the board, regardless
repeat the exercise giving out pieces of
10 of whether they are correctly associated or not.
paper with the same fact on them (let the
When you have written everybody's words down students know they are the same).
or the class has run out of ideas, go through the
Allow the students some time to decide what
words and discuss what they mean, whether it's a
would be the best way of getting their
correct association, etc. If the list of words creates
message across. At the end, discuss with the
some questions that you don't know the answer to,
class what the benefit was when they all had
write these as a list and tell the class that you will
the same message. What can they learn from
find the answers and get back to them in the
this?
next lesson.
In their place
Aim: To help pupils put themselves in the place
of children affected by AIDS.
Duration: 10 minutes
You will need: the real-life stories from page 6 of
this booklet
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KIMENA CHATTY, South Africa
Lesson Two
Country collages
Aim: To help pupils find out about the current
situation on HIV and AIDS in their own country
and to allow time for personal reflection.
Duration: 30 minutes
You will need: big sheets of paper, glue, scissors
and felt tips or markers
Material reflecting the state of HIV and AIDS in
your country for students to use on their collages.
This could include newspaper reports/headlines,
excerpts from regional fact sheets.
Posters from the Global Poster For more posters and other
Competition Against HIV and AIDS - resources on the Signs of Hope -
Related Stigma and Discrimination, Steps for Change CD-Rom, see:
HALIMA AM
Ecumenical Advocacy Alliance, 2004 IN, Pakistan www.e-alliance.ch/ns_cdrom.jsp.
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and want to mention that. Students could also
mention specific concerns about HIV and AIDS
in their country.
clearly.
Ask for a reply. Include your name and address
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Sample letter to Head of State or Government
Representative
[title and
name of p
erson you
[address y are writin
ou are wr g to]
iting to]
[your nam
[date] e]
[your addr
ess]
Dear [title
and n ame],
I am ver
y concern
commitme ed about
nts from U the ongo
people aro N Member S ing sprea
und the w tates to re d of HIV
people tha orld are li verse its s and AID
n in 2002 ving with pread. To S, despite
. Last year HIV or A day, aroun
half a mil 3.1 millio IDS, that's d 4 0 million
lion child n people d around 3
own coun ren. [You ie d m illi
try or com may want because o on more
munity; o to add info f AIDS, in
r use your rmation a cluding ov
own perso bout the e er
nal reason pidemic in
(s) for wr your
In a Spec iting.]
ial Session
States inc of the UN
luding [na General A
2010 and m e of your coun ssembly in
2015 to h tr y ] a gr June 2001
elp stop a eed to meet , all UN
nd reverse specific ta Member
the spread
of HIV an
rgets by 2
003, 2005 13
d AIDS. ,
But, altho
ugh some
infections of these p
are still ris romises h
around th ing. At th ave been
e world ar e U NGASS r kept, man
and consid e asking th eview this y have no
eir leaders June, I as t and HI
er ways o , k e ep k y o u V
particular, u r governmen th e promises th , a s many oth
in [your c t could str a t have alrea ers
ountry's n engthen o dy been m
ame] I am ur commit ade,
concerned ment even
about more. In
Thank yo
u for all th
let me kn at you are
ow of any doing to h
forward to ways that alt and re
hearing ho I can help verse the
are being w , together, y o u in your fi spread of
kept. we can en ght agains HIV. Plea
sure your t se
promises to the virus. I lo
stop the sp ok
read of HI
Yours sin V
cerely,
[your sign
ature]
[your nam
e]
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Taking it
further
Attracting
media attention
Getting media coverage of whatever
you're doing means the world, or at least your
bit of the world, hears about it. That way,
people also hear about HIV and AIDS and
While your student's letters are on
14 their way through the postal system, there's plenty
what world leaders are - or aren't - doing about
it. To get the media interested, you need to feed
more you cann be doing: their appetite for things that are creative or eye-
UNGASS
In class, follow what is going on at the 2006 catching. Here are a few ideas
review. Check out the websites listed on
page 17, particularly www.ungasshiv.org
eventInviteof ita with
political figure to your school. Make an
a question and answer session or
letter,If follow
students haven't received a reply to their
up and ask for an answer.
a presentation from your class or school to the
politician. Invite parents and key figures from the
community - as well as local media.
politicians
Organize a petition in the local area calling for
to start acting on promises made to halt community
Put on an event in your school, local church or
and reverse the spread of HIV and AIDS in your hall to raise awareness of issues
country. And remember to send it! surrounding HIV and AIDS and maybe also to
raise money for charities working to fight the
national
Meet with people living with HIV from local or
networks. Learn about one another and
pandemic. You might want to run a talent contest,
a car wash, a sponsored walk/silence/concert, put
discuss ways you can work together. Look on the on a presentation, write stories on issues
internet or visit your local hospital or citizen's surrounding HIV and AIDS and perform public
advice center to find out about groups near you. readings anything goes, as long as it raises
Learn more about HIV and AIDS and the
measures needed to reverse its spread.
awareness of issues surrounding HIV and AIDS or
raises money to help fight it or best of all - both.
The inside back cover has
details of lots of websites yourIf possible, why not take your letters yourself to
Head of State or their representative and
and resources that give present them to him or her? You'll need to contact
further information. their secretary well in advance to arrange this. And
don't forget to give the media plenty of notice. See
below for advice on contacting the media.
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Contacting the media
The most effective way to let newspapers, radio
and TV stations know about what you're doing is
to send them a short press release - and to follow
this up with a phone call. Include in your press
release:
- what you are doing;
Whatever you do
- have fun!
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Service outline
How about your class putting on a service in
your school hall or local church? Use the stories,
background information, statistics and even the
activities in this pack in prayers, symbolic actions,
or interactive talk. Or set statistics and real-life
stories to music as a meditation - adding relevant
Bible verses and quotes. How about getting
students to write a drama or poems on the theme
of HIV and AIDS and advocacy? Finish the service
with a concrete action people can take - maybe
signing a petition or taking a photocopied sample
letter home and writing to their Head of State.
So where does our faith tie into all of this? Isn't
HIV and AIDS something Christians don't talk
Prayer
16 about because ofyou know, how it's passed on?
Visit www.e-alliance.ch for links to prayers,
Morality issues mean some church and faith- liturgies and worship resources on
based groups have, in the past, avoided talking HIV and AIDS.
about HIV and AIDS. Churches have sometimes "I feel
opposed open discussion and even discriminated about that the ch
s u
against people living with HIV. But HIV affects world ex, but tha rch is often
that t t ther conde
unemp he ea m
loyme y do not co re worse th natory
gay m nt, ra n d emn i n gs in
e ci
living n and discr sm, discrim - poverty, the
with H iminat inatio
IV." ion ag n
Novlet ainst p against
e ople
What the Bible says Reid f
rom J
amaic
Explain to students that the Bible has a lot to a AID
S Sup
port
say about standing up for what's right and helping
those in need. Write out or shout out the following for themselves, for the rights
verses (with words missing). Ask students to use of all who are destitute.' (Proverbs 31:8)
the clues to fill in the missing words. Clue: a way of communicating Answer: Speak
1. '_ _ _ _ _ _ the rights of the poor and the 5. 'Let justice flow down like rivers and
needy.' (Proverbs 31:9) _ _ _ _ _ _ _ _ _ _ _ _ _ like a never failing
Clue: protect, a football position. Answer: Defend stream.' (Amos 5:24)
Clue: an old-fashioned word for doing what's right.
2. '...the righteous care about _ _ _ _ _ _ _ for the Answer: Righteousness
poor.' (Proverbs 29:7)
Clue: another word for fairness. Answer: Justice Based on these verses, either as a class or in
small groups, let students write a statement of
3. 'Let us not love with words or tongue but with
belief about the responsibility of Christians to be
_ _ _ _ _ _ and in truth.' (1 John 3:18)
welcoming communities in prayers, symbolic
Clue: a film director might shout this command
Answer: Action actions, or people living with HIV and to demand
that government leaders keep their promises to
4. '_ _ _ _ _ up for those who cannot _ _ _ _ _
overcome HIV and AIDS.
More activities, resources, and links related to this
curriculum can be found on the website of the
Ecumenical Advocacy Alliance:
Further
www.e-alliance.ch/keepthepromise.jsp.
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This easy-to-use resource contains all you need to Once armed with this knowledge and fired up to
run classes on HIV and AIDS and to get your take action, the booklet leads your students
students motivated to take action to fight the through the process of writing letters to their
pandemic. Background information, latest world leaders asking them to keep the promises
statistics and real-life stories help paint a picture they've made to fight HIV and AIDS.
of the effects that HIV and AIDS are having in
our world. There is a section linking HIV and And, if your students have still got energy to keep
AIDS to faith and a range of fun activities to help going after all of that, there are plenty of ideas for
young people engage and interact with the issues. taking things further.