The HIV Epidemic In Africa
Dr. Ryan Cooney
Notre Dame Sr. High
School
rtcooney@syrdiocese.org
Introduction:
Although home to only 14.5% of the world’s population, Africa
is home to 69.5% of the world’s HIV positive individuals. Of the 33.5 million
people on the planet living with HIV, a stunning 22.5 million are found on the
African continent. Unlike the rest of the world, the number of people both
contracting HIV and dying of AIDS is in Africa.
Task:
The United Nations has enlisted your group as a task force to
determine the causes of the staggering numbers of HIV cases in Africa. You are
to research the problem and after analyzing the nature of the epidemic, you
will present a plan of intervention to stop the spread of HIV throughout the
African continent. This plan will be presented in the form of a power point
presentation and will consist of a minimum of 10 slides and include all steps
of the Public Policy Analyst.
Process:
Form a group
of 4 students and choose one of the following tasks:
1. THE PROJECT
LEADER: This person will be responsible for the creation of the project
proposal and overall project management.
2. Research Lead: This person is
responsible for researching various intervention methods.
3. Secretary: This person will be
responsible for writing down and organizing the group’s ideas and plans.
4. Media Leader: This person will be
responsible for creating the finished product and preparing it for distribution
B: Each group will create
a power point presentation of a minimum of 10 slides. Each step of the Public
Policy Analysis must be included as well. Each group will complete the PPA
worksheets linked below by using the web sites listed in the “resource”
section and using outside sources.
·
Worksheet # 1: Defining the Social Problem
·
Worksheet # 2: Gathering Evidence for the social problem
·
Worksheet # 3: Identifying the Causes for the problem
·
Worksheet # 4: Evaluating Current Public Policy
·
Worksheet # 5: Developing Solutions
·
Worksheet # 6: Selecting the Best Solution
RESOURCES
SPECIFIC WEB SITES
Evaluation:
|
CATEGORY |
4 Excellent |
3 Very Good |
2 Satisfactory |
1 Unacceptable |
|
Originality |
Presentation shows considerable originality
and inventiveness. The content and ideas are presented in a unique and
interesting way. |
Presentation shows some originality and
inventiveness. The content and ideas are presented in an interesting way. |
Presentation shows an attempt at
originality and inventiveness on 1-2 slides. |
Presentation is a rehash of other people's
ideas and/or graphics and shows very little attempt at original thought. |
|
Content - Accuracy |
All content throughout the presentation is
accurate. There are no factual errors. USES PPA FULLY |
Most of the content is accurate but there
is one piece of information that might be inaccurate. USESS PPA FULLY BUT
WITH INACCURACIES |
The content is generally accurate, but one
piece of information is clearly flawed or inaccurate. DOES NOT USE ALL STEPS
OF PPA |
Content is typically confusing or contains
more than one factual error. HAS LIMITED USE OF PPA |
|
Sequencing of Information |
Information is organized in a clear,
logical way. It is easy to anticipate the type of material that might be on
the next card. |
Most information is organized in a clear,
logical way. One card or item of information seems out of place. |
Some information is logically sequenced. An
occasional card or item of information seems out of place. |
There is no clear plan for the organization
of information. |
|
Effectiveness |
Project includes all material needed to
gain a comfortable understanding of the topic. It is a highly effective study
guide. |
Project includes most material needed to
gain a comfortable understanding of the material but is lacking one or two
key elements. It is an adequate study guide. |
Project is missing more than two key elements.
It would make an incomplete study guide. |
Project is lacking several key elements and
has inaccuracies that make it a poor study guide. |
Grades will be based on the above listed categories
and will be out of a total of 16 points.
Conclusion:
HIV is a worldwide public health concern. More than 30
million people have died of AIDS in the past 25 years. The problem is
exponentially worse in Africa, and it will take a public health policy that is
specific to Africa to reverse this trend.
Standards:
SOCIAL STUDIES
Civics,
Citizenship and Government Standard 5:2
• analyze the
disparities between civic values expressed in the United States Constitution
and the United Nation Universal Declaration of Human Rights and the realities
as evidenced in the political, social, and economic life in the United States
and throughout the world
Civics,
Citizenship and Government Standard 5:3
• understand how citizenship includes the exercise
of certain personal responsibilities, including voting, considering the rights
and interests of others, behaving in a civil manner, and accepting
responsibility for the consequences of one’s actions (Adapted from The National
Standards for Civics and Government, 1994)
• analyze issues at
the local, state, and national levels and prescribe responses that promote the
public interest or general welfare, such as planning and carrying out a voter
registration campaign
Civics,
Citizenship and Government Standard 5:4
• prepare a plan of
action that defines an issue or problem, suggests alternative solutions or
courses of action, evaluates the consequences for each alternative solution or
course of action, prioritizes the solutions based on established criteria, and
proposes an action plan to address the issue or to resolve the problem
English Language Arts
Standard
1: Language for Information and Understanding
Students will listen, speak, read, and write for information and
understanding. As listeners and readers, students will collect data, facts, and
ideas; discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers
and writers, they will use oral and written language that follows the accepted
conventions of the English language to acquire, interpret, apply, and transmit
information.
Standard
2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically
produced texts and performances from American and world literature; relate
texts and performances to their own lives; and develop an understanding of the
diverse social, historical, and cultural dimensions the texts and performances
represent. As speakers and writers, students will use oral and written language
that follows the accepted conventions of the English language for
self-expression and artistic creation.
Standard
3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis
and evaluation. As listeners and readers, students will analyze experiences,
ideas, information, and issues presented by others using a variety of
established criteria. As speakers and writers, they will use oral and written
language that follows the accepted conventions of the English language to
present, from a variety of perspectives, their opinions and judgments on
experiences, ideas, information and issues.
Standard
4: Language for Social Interaction
Students
will listen, speak, read, and write for social interaction. Students will use
oral and written language that follows the accepted conventions of the English
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to
enrich their understanding of people and their views.
