Suggested Lessons for Grade Seven/Junior High

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IN ADOBE ACROBAT FORMAT, CLICK HERE

The Seventh Grade Student

Seventh grade students continue to search for their identity, with their sexual identity playing an increasingly central role in their development. Frequently they are confused by their feelings for members of their own sex. At this time, when they need answers to specific questions related to their own social and physiological development, they are embarrassed and fearful of appearing uninformed.

Twelve-year-olds are persons who

· worry about the changes in their own bodies;

· understand that behavior has consequences;

· need basic information about sexuality and their own

feelings;

· can make choices and judgments related to criteria;

 · question religious teachings as they mature in faith

development.

Some suggestions for teaching seventh graders

· use some process that allows students’ questions to

be answered quickly and comfortably;

· clearly present body changes that can be expected as

well as the time variations among individuals;

· demonstrate in classroom procedures that behavior

has consequences;

· allow opportunities to express personal feelings;

· give practice in making judgments using criteria;

· recognize peer pressure and try to use it positively;

· be at ease with questions about religious teachings;

· support students, especially when confused or

doubting.

 

Lesson # 23

CHRISTIAN RESPONSE

 

 

B. Presentation

The teacher begins the class by telling or reading the "Story of Stephen" from Cardinal Bernardin's Pastoral Statement (in Section 4).

The teacher and students spend time in silent reflection.

The class is encouraged to respond in simple, spontaneous prayer.

C. Discussion

The teacher invites and lists responses from students to the following:

• What do you feel it is like to be a person living with the AIDS virus? a family member of a person with the AIDS virus?

• What are the fears and worries of a person living with the AIDS virus? the kinds of discrimination the person may experience? the alienation even from one's closest family members?

• What Scriptural examples can you recall that sug-gest how Jesus would respond to a person who is in pain? who is very weak?

D. Group Discussion

This group discussion is designed to lead students toward a compassionate response to the problem of AIDS in our society.

The teacher divides the class into groups and appoints within each group a leader to keep the group "on task"

and a reporter to summarize the group's response. Each group receives a copy of Handout # 23a, "Questionnaire on Cardinal Bernardin's Pastoral Letter." Each group discusses the first two questions related to "Story of Stephen." In addition, each group is assigned questions on one of the three following segments: Gospel, Society, or Church.

At the end of a designated period, the reporters present the insights and responses of their groups to the class.

The key points to be elicited (if they are not reported) are evident in the pastoral statement. The four sections in Cardinal Bernardin's statement parallel the four sections on the student questionnaire.

E. Student Activity

Volunteer students will be invited to enact a spontaneous scenario: "Modern Parable of the 'Story of Stephen' and the Response of Jesus through the Members of His Church."

Closure

The teacher provides the students with Handout # 23b, a chart on the Christian response suggested by Cardinal Bernardin. This response involves attitude, prayer, education, and ministry as reflected in the life and teachings of Jesus.

Each student completes an individual chart. Students are then encouraged to share their charts with their parents and to discuss the words of Cardinal Bernardin as well as their own reflections on AIDS.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson # 24

BASIC INFORMATION

Lesson Objective

The students will be able to

B- 7 learn about testing for HIN infection;

B- 8 define and explain Human Immunodeficiency

Virus (HIV);

B-10 explain the potential stages of HIV infection;

B-11 identify the signs and symptoms of HIN infection.

Two sessions may be desired.

 Overview

This lesson will give students factual information regarding HIV testing and the history of AIDS. The students will be involved in discussing the issues and will be challenged to search for ways to help further HIV research.

Suggested Teacher

Religion, science, or health teacher

 

 

???????????

 

 

 

 

 

Handout # 23a


A Challenge and a Responsibility

A Pastoral Statement

by Cardinal Joseph Bernardin

October 24, 1986

IN ADOBE ACROBAT FORMAT, CLICK HERE

  1. Recently I was told the story of Stephen, a young man who died of AIDS. His story is not unique.

  2. Stephen, a young man in his early thirties, was a computer specialist. He was good at his work, enjoyed it, and was making new friends. This had not always been the case, for Stephen's acceptance and personal integration of his homosexuality had not been easy for him, causing him to drift away from his hometown and family. Now, however, he had started a new job which was going well, and his life seemed to be pointed in a much more positive direction.

  3. This was not to last, however. Rather quickly, Stephen found it increasingly difficult to perform satisfactorily at work. He did not understand why he was making mistakes he had never made before. Concentration and accuracy, so necessary in computer programming, became more of a problem. Although his first job review had been positive, his second was devastatingly negative. He was warned and, a short time later, he was fired.

  4. Although unemployed, he was able to support himself out of his small savings. But soon, as his condition worsened, his landlord urged him to see a doctor. He responded that, without the insurance which he lost when he was fired, he could not afford to seek professional medical help. He hoped whatever he had would soon go away on its own.

  5. That did not happen. Several days later his landlord took the then-incoherent Stephen to a public hospital. Because he tested positive for the HTLV-III virus, his encephalitis was diagnosed as being an AIDS-related disease.

  6. Stephen lapsed in and out of consciousness and, when conscious, was seldom coherent. That is why it took the hospital several days to locate his family. When informed of his terminal condition and its cause, his family reacted poorly: They abandoned their dying son. Perhaps it was fear or ignorance or alienation, but Stephen died alone. A social worker later informed Stephen's friends of his death. When they inquired about his possessions, they discovered that they had been stolen.

  7. What a sad story! The death of a young person is tragedy enough, but Stephen died of a new and virulent disease, without insurance and penniless. He died without family or friends to comfort him, without the ministry of his Church. And after death, he was violated a final time in the theft of his belongings.

  8. In this tragic and true story it is easy enough to identify with some aspects of its emotional impact. The possibility of contracting some new and fatal disease, for example, is terrifying. We can understand the devastation of dying alone. We can sympathize with another's fear, alienation, and suffering. Even so, it is so tempting to say that this is not our problem, that we don't want to get involved.

  9. But we cannot allow ourselves to identify with only some of the aspects of the AIDS phenomenon. We are called to examine more closely all its implications. Quite simply, Stephen's story confronts us all. We may wish that it would go away or that it will never touch anyone close to us, but the reality is that AIDS is a growing threat to our society which will not disappear soon. Our response to such a threat cannot be fear, ignorance, or alienation. As followers of Jesus, we have learned a different, better way. He has taught us to show compassion for the sick and suffering, no matter what their background or social standing. He has called us to be ministers of reconciliation so that our wounds and alienation may be healed.

  10. This is the purpose of this pastoral statement. We are called, as a community of faith, to confront courageously and compassionately the suffering and death which AIDS is bringing to our world this year. To do this, we must put aside our fears, our prejudices, and whatever other agendas we may have in this regard.

    AIDS AND THE GOSPEL


  11. Hearing Stephen's story, some may respond by saying that AIDS is divine punishment for what they describe as the "sin of homosexuality." Without questioning their sincerity, I disagree with this assessment.

  12. First, medically speaking, AIDS is not a disease restricted to homosexuals. In fact, it appears that originally it might have been spread through heterosexual genital encounters. In the United States many people have been exposed to AIDS or have contracted it through the use of IV-drugs, tainted blood transfusions, and heterosexual genital activity. Consequently, even though a large percentage of those in the United States who have been exposed to the AIDS virus are homosexual, AIDS is a human disease, not a specifically homosexual one.

  13. Second, God is loving and compassionate, not vengeful. Made in God's image, every human being is of inestimable worth, and the life of all persons, whatever their sexual orientation, is sacred and their dignity must be respected.

  14. Third, the Gospel reveals that, while Jesus did not hesitate to proclaim a radical ethic of life grounded in the promise of God's kingdom, he never ceased to reach out to the lowly, to the outcasts of his time - even if they did not live up to the full demands of his teaching. Jesus offered forgiveness and healing to all who sought it. And when some objected to this compassion, he responded: "Let the one among you who is guiltless be the first to throw the stone. ..." (In. 8:7)

  15. That is why we who are followers of Jesus see the AIDS crisis as both a challenge to respond in a Christlike way to persons who are in dire need and a responsibility to work with others in our society to respond to that need.

    AIDS IN OUR SOCIETY


  16. If we are going to respond adequately to the AIDS crisis, we must begin with some facts.

  17. As of September 15, 1986, 24,430 persons with AIDS have been diagnosed in the United States. 13,442 of them have already died. In Chicago, 430 cases were diagnosed by the same date; 254 are dead. Nationally, AIDS cases are doubling every eleven to thirteen months and in Chicago every ten months.

  18. Contrary to some assumptions, AIDS is not just a disease in the White community. 26% of the AIDS cases in Chicago are among Blacks not of Haitian origin. And one in ten cases is in the Hispanic community.

  19. Although the percentage of intravenous drug users with AIDS is lower in Chicago (5.6%) than in the nation (17%), it is expected that this form of transmission will increase in the Chicago area. Also, there is some indication that the percentage of women with AIDS will increase in the future. There is also a projection that the number of heterosexual AIDS cases will increase among intravenous drug users and those with multiple sexual partners.

  20. These facts are cited not to frighten, but to highlight the seriousness of the challenge we face as a civic and religious community.

  21. In light of these facts, it is understandable that this disease, which spreads so quickly and is invariably fatal, would occasion misunderstanding, fear, prejudice and discrimination. Quite frankly, people are afraid that they may contract it. This is not a new phenomenon. Recall, for example, how we used to isolate tubercular patients and discriminate subtly (and sometimes not so subtly) against cancer patients. So also, for different reasons, we spoke with moral righteousness and indignation about the "sin " of alcoholism. In time, however, scientific advances and growth in human awareness and understanding helped us to see things in a new light and to develop better ways of relating to those suffering from these diseases.

  22. Similarly, we are now called to relate in an enlightened and just way to those suffering from AIDS or from AIDS Related Complex (ARC) as well as those who have been exposed to the AIDS virus. While it is understandable that no one wants to put himself or herself in a vulnerable position, we must make sure that our attitudes and actions are based on facts, not fiction.

  23. At the present time, there is no medical justification for discrimination against these people, and, in fact, such discrimination is a violation of their basic human dignity and inconsistent with the Christian ethic. To the extent that they can, persons with AIDS should be encouraged to continue to lead productive lives in their community and place of work. Similarly, government as well as health providers and human service agencies should collaborate to provide adequate funding and care for AIDS patients. Moreover, people with AIDS have a right to decent housing and landlords are not justified in denying them this right merely because of their illness. While acknowledging that special precautions may be needed, funeral directors should not refuse to accept or prepare the bodies of deceased AIDS patients for burial. Finally, the quarantine of persons with AIDS, the use of the HTL V-III anti-body test for strictly discriminatory purposes, and the "redlining" of certain classes of people by insurance companies are deplorable practices.

  24. I can also affirm and commend the concern that so many professionals and volunteers have shown toward AIDS patients. The increasing seriousness of the problem, however, requires that more be done. I therefore join my voice with the many others who have called upon civic, governmental, religious, and community leaders to intensify their efforts to respond to the many human and religious needs caused by AIDS. No one segment of our community can do it alone. It requires the full collaboration of all.

  25. But what can we do? A number of specific objectives for this collaborative action come to mind:

  26. -that acute and long-care health facilities be encouraged to expand their services where needed to be able to care for more persons with AIDS and ARC;

  27. -that all hospitals be encouraged to provide adequate in-service education of their personnel and to develop sufficient patient advocacy procedures to ensure respectful and compassionate care of persons with AIDS;
  1. -that hospice programs be developed to address the unique needs of persons dying from AIDS;

  2. -that educational programs, utilizing the media, be developed to help reduce prejudice and discrimination towards persons suffering from AIDS;

  3. -that programs and services be developed to assist the families and friends of AIDS patients while the patients are alive and to support them in their bereavement;

  4. -that the leaders of the Black and Hispanic communities, as well as the community as a whole, be attentive to the special needs of Blacks and Hispanics with AIDS.

  5. This is indeed a large agenda, but I believe that it can be realized if we all work together.

    THE CHURCH AND AIDS


  6. The Church also has a specific role to play in ministering to those suffering from AIDS, their families, and their friends. As noted above, the Church should collaborate with others as it seeks to fulfill its own responsibilities. To that end, I pledge that we will work with public, private, and religious groups to achieve the above-mentioned objectives. We will continue to support interfaith efforts in exploring such possibilities as opening a chronic care facility (similar to a hospice) to care for those with AIDS, providing a temporary housing for families and friends unable to afford other accommodations who are visiting people with AIDS, and establishing an Interfaith Pastoral Counseling Center; to assist surviving families and friends in their time of grief.

  7. As I intimated earlier, one of the obstacles to an effective ministry to AIDS patients is fear and prejudice.

    One of the best ways to lessen such fear and prejudice is to communicate the truth in a straightforward way. To assist other civic and religious groups in this important task of communicating the facts about AIDS, I have given two directives to archdiocesan agencies.

  8. First, I have asked the Center for the Development in Ministry, in collaboration with others, to develop programs that will help achieve the following objectives:

  9. provide priests, religious and lay leaders of the Archdiocese with accurate information about the medical, psycho-social, and pastoral issues related to; AIDS and ARC so that they can communicate such information in a manner that is best suited for their particular community. Such information should include a list of resources and support systems available to AIDS or ARC patients and their families and friends.

  10. assist in the development of training programs for those who minister to those affected by AIDS or ARC, e.g., hospital eucharistic ministers, visitors to the sick.

  11. Second, I have asked the Archdiocesan Department of Educational Services to make accurate information about AIDS available to our schools and religious education programs. I leave it to the judgment of our educators as to how this information might best be used in educational programs to assist students in forming a correct, compassionate and healthy attitude toward persons with AIDS and their families.

  12. Another critical concern is the employment of persons who have contracted the AIDS virus, ARC, or AIDS itself. As in other areas, the Church has a responsibility to give good example in such situations. Accordingly, our Department of Employee Services has developed a general employment policy for all employees with life-threatening illnesses, including AIDS. Further, since at the present time the HTLV-III blood screen test is neither wholly accurate nor diagnostic nor predictive of AIDS, it is not to be used as an instrument for hiring persons working at any level of the Archdiocese or seeking admission to our schools or other Church institutions.

  13. To ensure that our response to the many dimensions of the AIDS crisis is effective, I will soon appoint a Pastoral Care Coordinator for AIDS Ministry. Working within the Archdiocesan Department of Community Services and, specifically, in conjunction with Catholic Charities, this person will oversee and coordinate present and future initiatives in our AIDS ministry. This person will also serve as liaison with the other public, private, and religious groups with which the Archdiocese will collaborate.

  14. I also call upon the parishes of the Archdiocese to open their doors and their hearts to those touched in any way by AIDS.

  15. There is a final point I wish to make in regard to our AIDS ministry. When we minister to persons with AIDS, like Jesus, we do so with love and compassion. It is not our task to make judgments but to call ourselves and those to whom we minister to a deeper conversion and healing. It would be a mistake to use our personal encounters with AIDS patients only as an occasion to speak about moral principles of behavior.

  16. Nonetheless, as persons concerned about the well- being of all our sisters and brothers, we should do all we can - as we minister to the broader community - to encourage people to live in a way that will enhance life, not threaten or destroy it. It seems appropriate, therefore, to remind ourselves of the call to use God 's gift of sexuality morally and responsibly, as well as the obligation to seek help when problems with drugs or other substances develop. In addition to being the correct thing to do, it could do a great deal to prevent the spread of the AIDS virus in the future.

    CONCLUSION


  17. As the Archbishop of Chicago, I call upon the members of our faith community to join me in reaching out to and caring for those suffering from AIDS as well as their families and friends. It is our Christian responsibility to provide for the physical necessities of our suffering brothers and sisters in a context of spiritual support and prayer. As the introduction to the Rite of the Anointing and Care of the Sick reminds us, "the one who is seriously ill needs the special help of God's grace in this time of anxiety, lest she (he) be broken in spirit and subject to temptations and the weakening of faith. "

  18. I know that the fear and pain can be great, but we are a community whose Master's love was so pervasive that it broke through all barriers - those created by society as well as those built up in the human heart. Our responsibility and challenge is to overcome ignorance and prejudice, to become a community of healing and reconciliation in which those who are suffering from AIDS can move from a sense of alienation to one of unity, from a sense of judgment to one of unconditional love. I personally commit myself to praying and working to achieve this goal. Please join me!

  19. I began this Pastoral Statement by telling the tragic story of Stephen. I would like to conclude with another - a story of hope.

  20. Once a leper came to Jesus and pleaded on his knees: "If you want," he said, "you can cure me." Feeling sorry for him, Jesus stretched out his hand and touched him. "Of course I want to," he said, "Be cured." and the leprosy left him at once and he was cured. (Mk 1:40-42)

  21. At the very start of his ministry, Jesus broke through the religious and social barriers of his day and dared to touch the pain of a fellow human being. His touch brought healing and life.

  22. At this moment of the AIDS crisis, we come before the same Lord in need of healing. Healing is needed in our society, within the Church, within families, and by individuals and communities directly affected by AIDS. Today our prayer is the same as the leper's: "If you want to, you can cure us." Already his hands are stretching through the barriers, and he is saying, “Of course I want to.”
  23. In faith we know that we are not alone as we face our challenge and fulfill our responsibility.

 

QUESTIONNAIRE ON CARDINAL BERNARDIN’S PASTORAL LETTER

 

Story of Stephen

  1. What were some of the difficulties Stephen faced as a result of his illness?
  2. Discuss alternative ways Stephen's family could have responded to the news of his illness.

 

 

Gospel

  1. What would you say to a person who believes that AIDS is a punishment from God? Do you believe that sickness and suffering are God's way of punishing us?
  2. How would Jesus respond to a person with the AIDS virus? How would he minister to that person's family?
  3. How would you describe the challenge and responsibility of Christian persons toward persons living and dying with AIDS?

 

 

Society

  1. How can we dispel our fears, prejudices, and misconceptions about people who have AIDS or any other communicable disease?

     

  2. What specific things can society do to respond to the human needs of persons living with AIDS?

     

  3. What can you do as an individual to respond to the human and spiritual needs of persons infected with the AIDS virus?

 

 

 

Church

  1. How can we help one another to form "a correct, compassionate, and healthy attitude" toward those who have the AIDS virus and their families?

     

  2. How would you feel if you knew (OR How do you feel knowing that) someone in your class/school/neighborhood has the AIDS virus?
  1. How would you feet if you knew (OR How do you feel knowing that) someone in your class/school/ neighborhood has the AIDS virus?

Handout #23b

 

CHRISTIAN RESPONSE TO AIDS
CONCEPTS
COMMENT
Attitude: Personal response toward AIDS

What would I say to a person who believes that AIDS is a punishment from God?

 

How can I help to form (in myself and others) a correct, compassionate, and healthy attitude toward those with the AIDS virus and their families?

 

 

Prayer: Spiritual response in communion with God

How would Jesus respond to a person with the AIDS virus?

 

What can I do to respond to the human and spiritual needs of those who have the AIDS virus?

 

 

Education: Value response in discerning facts from myths

How can I dispel my own and others’ fears, prejudices, and misconceptions about people who have the AIDS virus?

 

 

Ministry: Personal response toward persons with AIDS

How could I respond in a Christian way to a person or family living with the AIDS virus?

 

How would I respond if someone in my class has the AIDS virus?

Basic Information and Vocabulary

The teacher should be familiar with the information in Lessons # 21 and # 23, reviewing with the students as needed.

Vocabulary: (* = in Glossary)

 

 

 

 

 

Suggested Materials

Transparency Master # 24a, Defining HIV

Transparency Master # 24b, Stages of HIV Infection

Transparency Master # 24c, Symptoms of HIV Infection Transparency Master # 24d, Testing for HIV Infection

Teaching/ Learning Activities

A. Introduction

To set the climate for this lesson, the teacher poses a moral dilemma (i.e., a scenario about a person who has AIDS and is rejected) for the students' reflection. A sample follows:

In the large apartment complex where you live, your friend's father has been diagnosed with AIDS and has lost his job. Other families living in the building have found out and are petitioning for your friend's family to move. How do you feel about this situation? Do you think they should have to move?

After some quiet reflection the teacher should invite spontaneous invocations for those suffering from discrimination, prejudice, and alienation - in this way beginning the class with prayer.

B. Presentation

Students need to understand that AIDS is the end stage of a very long infection with a virus known as the AIDS virus. The students will be introduced to the correct terminology of the AIDS virus, the Human Immunodeficiency Virus (HIV).

Explain Transparency Master # 24a, emphasizing the main ideas:

· This virus may infect anyone.

· HIV is not limited to any age, race, sex, or sexual

orientation.

· HIV infection goes through stages with the ultimate

outcome of AIDS.

· If infected with HIV, a person at any stage can infect

another person.

Continue the presentation, using Transparency Master # 24b, The Stages of HIV Infection. Two different visuals show the same basic ideas. The most important ideas

about the time frame could be stated in this way:

Scientists believe that most, if not all, of HIV infected people will develop AIDS although it may take five to ten years for symptoms to appear and even longer for the final stage of AIDS to develop.

HIV can be transmitted to others during the long period preceding symptoms as well as after the development of AIDS.

Using Transparency # 24c, Symptoms of HIV Infection, explain to the students that these symptoms

· are persistent

· are unexplained (cannot be connected to another

illness) and

· can only be diagnosed by a physician.

Using Transparency # 24d, "Testing for HIV Infection," the teacher explains to the students how HIV infection is diagnosed:

There is no simple single laboratory test for HIV. Usually a doctor begins by asking about the medical history of the patient, then gives the person a physical examination and may perform a series of tests. Doctors may examine many persons who are concerned about AIDS; laboratory testing may not be required in all cases.

The doctor ordinarily talks with the patient about the physical symptoms, like swollen lymph glands, weight loss, night sweats, fatigue, and certain kinds of skin conditions. (Refer back to Transparency Master # 24c.) If these signs last over a long period of time, the physician will request blood tests.

Three types of tests may help in diagnosing HIV infection or AIDS:

1. Blood screening tests for the HIV antibody;

2. Test of the immune system;

3. HIV tests.

1. Blood Screening for the HIV Antibody

Since testing blood for the HIV/ AIDS virus itself is difficult and costly, mass screening uses a test that finds antibodies to the HIV/ AIDS virus. In other words, the test checks whether the immune system has formed substances in response to the foreign agent of HIV.

One of the cheapest and simplest methods is called the ELISA test, in which a blood sample is added to bits of proteins from H IV/ AIDS virus grown in the laboratory. (ELISA = enzyme-linked immunosor- bent assay) If the blood contains antibodies, they will attach to the virus particles. Chemical reactions will then change the color of the mix.

The test, however, sometimes indicates the presence of antibodies when none are actually there. For that reason, an ELISA is not called "positive" until the test is repeated and confirmed or another test is used to confirm the results from ELISA.
If antibodies are found in a person's blood, it does not necessarily mean that the person has AIDS. It simply means that HIV has infected the person's bloodstream.

Most scientists believe that those who have HIV will go on to develop AIDS; they believe that it may take many years, but it will eventually happen. Some people are HIV infected for a number of years and do not develop symptoms of AIDS, but they can spread the virus to others. Refer to Transparency # 24b.

2. Test of the Immune System

To check the immune system of a person with suspicious symptoms, a doctor can order special analysis of the white blood cells and antibodies of that person. Remem- ber, every person has a natural ability to fight disease. People who have HIV infection have many severe problems with their immune systems.

3. HIV Tests

Very specialized tests used in research can tell whether HIV is actually in a person's blood. Researchers are currently working to develop simpler ways to test for the AIDS virus in the blood.

C. Review

1. Is there a test for AIDS?

2. In what ways can HIV infection be tested?

3. Is there a blood test to detect infection with HIV? How is it used?

4. When is a person infectious with HIV?

D. Student Activity

The teacher invites student brainstorming on the question: Who would benefit from HIV testing?

The teacher or a volunteer student lists responses on the chalkboard under the above question. When using the brainstorming technique with students, it is important to allow them the time and freedom to list every possible answer. Needed clarifications can be made after the brainstorming.

Sample responses:

· someone who is having symptoms of HIV infection over a long period of time

· intravenous drug users and abusers

· anyone who has been sexually active with more than one person or with someone whose sexual history was unknown

· sex partners of anyone engaging in any of the above high risk activities

· any woman who is considering bearing a child if she has engaged in the above high risk activities or if she has had sex with a person engaging in high risk activities

· a nurse, doctor, dentist, or any other health worker who has an accidental and significant exposure to blood of persons with HIV infection

· people who have received many transfusions of blood or blood products after AIDS first surfaced in about 1980 and before March, 1985 when the American Red Cross began screening blood donations

At the end of the brainstorming session, the teacher should take the occasion to dispel erroneous ideas, to clarify factual data, and to caution about the importance of not giving in to unfounded fears.

To conclude this concept, the teacher should make known to students that the results of medical tests are given in a confidential manner to the person who is tested. In some states, positive test results of a person's tests must be shared with Public Health authorities to help control the spread of the AIDS virus/ HIV.

According to American Red Cross information, the local public health department should be contacted to determine where tests are available in a specific area, if the test is free, if a parent's permission is necessary, and whether positive results are reported to public health authorities. The teacher may wish to get this information and make it available. The teacher may also stress that, by learning about HIV, many people will realize that they have not put themselves at risk and do not need testing.

E. Optional Debate

The class could use the debate format to examine the issue of HIV testing further.

Resolved: "HIV testing should be mandatory before people get married!"

If so, the students would draw for affirmation and negative positions, take time for preparation, then present arguments. Some possible organizational suggestions follow:

  1. Select two debate teams to argue the issue; take a straw vote to determine the winning team.
  • Divide the entire class into small groups of 4-6 students; let two groups take opposing views and debate the issue.
  • Divide the entire class into small groups of 4-6 students; form two teams within each group and debate.

    • Closure

    The lesson could conclude with students deciding on ways they could make HIV/ AIDS research better known in their school; for example:

    · Use a bulletin board as a Resource Gatherer where

    relevant articles are displayed.

    · Conduct an ongoing "Media Watch" with volunteers

    from the class gathering all the information from

    media sources over a given period of time and sorting

    it into fact or myth, true or false, research or hearsay,

    etc.

    · Ask the school librarian to add HIV/ AIDS

    information to the library's clipping service to provide

    an updated resource for all.

    1. Use Transparency Master # 24a
    2. Use Transparency Master # 24b
    3. Use Transparency Master # 24c
    4. Use Transparency Master # 24d

     

    Lesson # 25

    BASIC INFORMATION; TRANSMISSION AND PREVENTION

    Lesson Objectives

    The students will be able to

    B- 5 describe the body's immune system and its destruction by the AIDS virus (HIV);

    B- 9 state that AIDS is technically not a specific disease but a syndrome or condition caused by HIV infection;

    T-12 identify four ways the AIDS virus (HIV) is transmitted and prevented.

    Overview

    After reviewing the seriousness of the AIDS threat, the teacher reviews basic information about HIV infection, teaches additional information about its effects on the immune system, then closes with a crossword puzzle that supports both old and new learning.

    Suggested Teacher

    Religion, science, or health teacher

    Basic Information and Vocabulary

    The teacher should be familiar with the content of Lesson # 18.

    Vocabulary: (* = in Glossary)

     

     

     

     

     

    Suggested Material

    Current news articles

    If needed for review, Transparency Masters # 15a, simple definition of AIDS; # 18a, meaning of acronym AIDS; # 18b, healthy immune system; # 18c, unhealthy immune system; # 24a meaning of acronym HIV

    Transparency Master # 25a, an advanced definition of AIDS Transparency Master # 25b, Opportunistic Infections Transparency Master and Handout # 25c, AIDS and the

    Immune System

    Handout # 25d, Crossword Puzzle

    Teaching/ Learning Activities

    A. Opening

    The teacher begins the class with prayer, perhaps giving thanks for God's creation of the marvels of the human body. Then the teacher assures the class that they can learn basic, accurate information about HIV/ AIDS through this lesson.

    B. Presentation

    The teacher may wish to use as review some prior Transparency Masters, e.g.,

    		 # 15a simple definition

    # 18a meaning of acronym AIDS

    # l8b healthy immune system

    # 18c unhealthy immune system

    Then the teacher proceeds to develop basic HIV/AIDS Information, using Transparency Master # 25a, an advanced definition of AIDS:

    A disease state ...

    In previous lessons - to keep the definition of AIDS simple - we have sometimes referred to AIDS as a serious disease that results in death for the person who is HIV infected. To be accurate, AIDS itself is really not a specific disease. This definition calls it a disease state. Sometimes it is called a syndrome or condition. From now on, rather than call AIDS a disease, we will try to use one of these more accurate terms.

    ... caused by the human immunodeficiency virus (HIV) that decreases functioning of the immune system.

    Review Transparency Master # 24a as needed.

    AIDS is a medical condition caused by the human immuno-deficiency virus (HIV) in which the body's immune system (its natural defense against disease) fails to function properly.

    When immune deficient, a person is susceptible to certain severe infections and cancers. Use Transparency Master # 25b.

    Death for a person with AIDS is a result of one of the opportunistic infections or an AIDS-related cancer (most frequently pneumocystis carinii pneumonia or Kaposi's sarcoma).

    Pneumocystis Carinii Pneumonia (PCP) is the most dangerous and most common infection found in people with AIDS. It is caused by a one-celled parasite which produces severe respiratory infection. People with PCP usually have a low-grade fever, a persistent dry cough, shortness of breath, and extreme fatigue. Some describe PCP graphically by saying, "It's like having your lungs filled with cotton candy. You can't get enough air into your lungs." Most of us have been exposed to PCP in our lives but our immune system keeps the parasites under control.

    Kaposi's Sarcoma (KS) is a type of skin cancer associated with AIDS. It is characterized by purple, blue, or red patches, flat or raised, occurring on top of the skin. KS lesions look like bruises that do not go away.

    Moving from this definition, the teachers proceeds to Transparency Master # 25c (also used as handout, if desired) on "AIDS and the Immune System," explaining to the students:
    T-cells are white blood cells produced by the thymus gland to help defend the body against invaders. There are two kinds of T-Cells: helpers and suppressors. The helper T-Cell is the "sentry" of the immune system as it moves throughout the body looking for foreign organisms. If a helper T-cell bumps into a foreign cell or organism, it sends alarm signals to the spleen and lymph nodes. These structures signal other T-cells in the body to reproduce quickly to fight the invader and B-cells to produce antibodies.

    Once the infection is under control, the suppressor T- Cells call off the attack. The "alarm" is turned off and the system returns to normal.

    Our bodies have gone through this process thousands of times in our lives. Usually, we are not aware of the invasion because the process works so well that we do not become ill.

    C. Activity

    The teacher may prefer an activity in which the students can act out the immune system's response to the measles virus versus the AIDS virus.

    Choose seven students:

    · one student to represent a T-helper cell;

    · one student to represent a T-suppressor cell;

    · one to represent a B-cell;

    · one to represent a virus - first the measles virus, then the AIDS virus;

    · three to represent antibodies.

    Helpful props:

    If the students wear identifying signs, the class will be able to follow and remember the action more easily. If the T-helper cell can wear a jacket, the student representing the AIDS virus can put on the jacket to disguise himself as a T-helper cell.

    Ask the students to act quietly (and carefully) as you clearly read the following:

    Normal Response to a Virus. . .

    The T-helper cell is the quarterback of the immune system, directing the play of the other T-cells and of the B-cells. It recognizes a foreign organism. In this case it is the measles virus which is invading the body. The T- helper cell calls out to the B-cell to produce and send in a team of antibodies. The antibodies

    tackle and destroy the measles virus. Once the infection is under control, the T-suppressor cell acts as a referee and calls off the antibodies.

    Response to HIV ...

    The T-helper cell sees the AIDS virus invading the body. The T-helper cell calls out to the B-cell to produce and send in a team of antibodies. While the antibodies are being produced, the AIDS virus invades, destroys the T-helper cell, and disguises itself as the T-helper cell. The antibodies arrive to tackle and destroy the AIDS virus, but they cannot distinguish the virus from the T-helper cell. They will not destroy what appears to be their own quarterback, the T-helper cell. Since the antibodies have no virus to attack, they wander around aimlessly. The AIDS virus will continue to invade and destroy other T-helper cells. Because the infection never comes under control, the T-suppressor cell never calls off the antibodies' production.

    D. Review

    The teacher ends the lesson by asking the students to respond in writing to the following questions:

    1. How does a healthy immune system function?

    2. What is the name of the virus that causes AIDS?

    3. How does the HIV/AIDS virus affect the immune system?

    4. What happens to the person who is infected with the HIV/ AIDS virus?

    5. What kinds of diseases are usually associated with HIV infection?

    Closure

    Distribute Handout # 25d Crossword Puzzle. Explain to the students that the crossword puzzle will review the lesson about HIV and AIDS and will help to develop their vocabulary.

     

     Use ANSWER KEY for Handout # 25d

     

    Use Handout # 25d Crossword puzzle

     

     

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