Lesson 1

AIDS Information: AIDS is a sexually transmitted disease (STD). An STD is a disease passed from an infected person to a healthy person through sexual intercourse. In Africa, STDs such as syphilis and gonorrhea are common among sexually active people including secondary students. STDs which are not treated correctly can result in sterility, heart problems, sick babies, and death. Young people who are sexually active need to prevent STDs, to seek qualified medical help when they get STDs, and to tell their sexual partner(s) when they have an STD so that these partners can also get treatment.

AIDS is an STD, but unlike many STDs, AIDS has no cure. In Africa, AIDS is spread primarily through unprotected, heterosexual sex. This means sexual intercourse between a man and a woman without a condom. Men and women who live in both urban and rural communities are susceptible, but young and sexually active people with multiple partners are especially at risk.

AIDS differs from other STDs because it has no cure. Anyone can get STDs, but no one has to because STDs, including AIDS, are preventable.

Focus: Values Identification and Examination. In discussing AIDS, you will touch upon values important to your students. This lesson provides a forum for your students, who may already be sexually active, to examine their personal values, as well as the values of people in their community.

Objectives: At the end of Lesson 1, students will be able to:

· Identify three personal values.
· Select three priority values for people in their community from a given values chart.
· State a reason for agreeing or disagreeing with value statements.
· Demonstrate acceptance that peers share different value perspectives.
· Demonstrate understanding of the vocabulary listed below.

Functions:

· Making Comparisons.
· Expressing One's Opinion.
· Expressing Agreement and Disagreement.

AIDS differs from other STDs because it has no cure.

Structures:

· Review Comparatives and Superlatives using more, most.
· Review Modal Auxiliaries Should (advisability), Can (permission), Have to (necessity).

Vocabulary:

· to exchange
· powerful
· to have sex
· to respect
· healthy
· to share
· illegal
· to worry

Time: 3 Class Periods.

EXERCISE 1: PERSONAL & COMMUNITY VALUES

Materials: The day before this lesson, ask student volunteers in your class to bring in large drawings of the following people. If students cannot provide large drawings, tell students to draw and label figures of the people in their notebooks.

Mother	Farmer
Policeman	Football Player
Doctor	Taxi Driver
Teacher	Market Woman
Student	Prostitute

Ask students to define the word VALUE. Explain that a value is something we consider important or desirable. Elicit from students a list of their personal values by asking "What is important to you?" Write the responses on the blackboard. You may need to categorize responses under general terms. For example, clothing, tennis shoes, hair styles could all be categorized under the general term Appearance. After you have collected a number of responses, draw a box around the responses and write VALUES BOX at the top. Explain to students that they have constructed a box of their personal values.

If you have workbooks, tell students to look at Personal and Community Values. If you do not have workbooks, draw the following Values Box and Community Values Chart on the board and tell students to copy it in their notebooks.

COMMUNITY VALUES CHART

	1st	2nd	3rd
Mother	Family	Health	Respect
Student
Teacher
Policeman
Prostitute
Farmer
Football Player
Taxi Driver
Market Woman

VALUES BOX Education Love Friends Appearance Respect Family Sex Money Health Power/Influence

Ask students to refer to the Community Values Chart to answer the following questions.

"What's important to a mother?" (Point to the third value Respect.)

"What's more important to a mother than respect?" (Point to the second value Health.)

"What's the most important value to a mother?" (Point to the first value Family.)

Tell students to refer to the Values Box and choose 3 important values.

Now write the following three statements on the blackboard.

"What's important to you?"

"What's more important to you (than ____)?"

What's the most important value to you?"

Ask pairs of students to discuss their values using the questions above.

Ask students to write three sentences in response to the questions above. Students edit each other's responses in their pairs. Have two students come to the board and share their sentences. Discuss and edit sentences with the whole class.

Conduct a poll by asking students, "How many of you think education is most important?" Write the number on the board. Then ask, "How many of you think sex is most important?" Write the number on the board. Continue this process for each of the values listed. Write the three most important values selected by your students from the Community Values Chart.

Continue to select the three most important values for each of the occupations on the Community Values Chart in this manner. Ask a student to assist you collect the information. The class votes to select the three most important values for each occupation. After the chart is completely filled in, hang on the wall the "occupation" pictures which volunteers brought to class or have students draw stick figures in their notebooks. Under each picture, tell your students to write the three most important values.

EXERCISE 2: VALUE STATEMENTS

Materials: Make two large signs that say AGREE and DISAGREE. You will also need some means of hanging the signs on the wall such as small nails or tape.

If you have workbooks, tell students to look at Value Statements. If you don't have workbooks, write the following value statements on the board. Do not have students copy at this time.

VALUE STATEMENTS 1. Parents should teach their children about sex. (Note: Teach in this sentence means to talk about, to explain.) 2. Young women who go to school have sex more often than young women who stay at home. 3. Young people don't have to worry about their health. 4. If you have sex a lot, you'll be strong and healthy. 5. Friends should share everything. 6. Exchanging money for sex should be illegal. 7. Love means sex. 8. Powerful men can have any woman they want. (Note: Explain to students that powerful in this sentence means influential.) 9. A person who looks healthy can be sick. 10. If a woman doesn't want to have sex, her boyfriend should respect her decision. (Note: Explain to students that respect in this sentence means to not pressure the woman to hove sex, to not force the woman to have sex)

Ask individual students to read the statements. Check for understanding of vocabulary (vocabulary is highlighted in the sentences) and briefly review usage of the modal auxiliaries should, can, and have to (modal auxiliaries are underlined).

Tell students to copy the ten statements in their notebooks in the following manner.

1. Parents should teach their children about sex.

I	agree	disagree
Why?____________________________
My partner	agrees	disagrees
Why?____________________________

2. Young women who go to school have sex more often than young women who stay at home.

I	agree	disagree
Why?____________________________
My partner	agrees	disagrees
Why?____________________________

After students have copied all ten statements similar to the above examples, tell students to check the box showing if they agree or disagree with the statements and give a reason for agreeing or disagreeing.

Then have students work in pairs. Partners ask each other if they agree or disagree with the statements. Each partner checks the agree or disagree box for his or her partner's response and gives the partner's reason for agreeing or disagreeing.

In their pairs, students share their opinions and explain why they agree or disagree.

Explain to students that there is no right or wrong answer for this exercise. The assignment is simply to give a reason why they agree or disagree with each statement. All opinions and reasons are acceptable. Write the following functions on the blackboard and tell students to use these expressions when sharing opinions in their pairs:

Expressing One's Opinion

In my opinion,_____________________
I think____________________________
I don't think_______________________
I feel that._________________________

Demonstrate to students by writing the first example on the blackboard.

Parents should teach their children about sex.

I	agree	disagree
Why? I think it is a parent's duty to prepare their children for marriage.
My partner	agrees	disagrees
Why? He doesn't think parents should talk about sex.

EXERCISE 3: TAKING A STAND

In this part of the exercise, you will act as a facilitator. After you have collected all the written assignments, tell students to stand up and move to the center of the classroom. Hang the large AGREE sign on one side of the room and the large DISAGREE sign on the other side (If you do not have signs, write AGREE and DISAGREE on opposite ends of the blackboard). As you read each of the value statements given in the box on the previous page, tell students to move to the side of the room which represents their personal view about the statement. Then, ask individual students to state why they chose one side over the other. Ask other students if they agree, and why or why not. Use the following patterns:

Teacher: "Do you agree?" Student: "Yes, I do./ No, I don't." Teacher: "Why?" Student "I think ________________"

(NOTE: You should NOT inject your personal views into the discussion as students might tend to think that one side is "more correct" than the other. The objective of this activity is for your students to demonstrate, recognize, and accept differences of perspective. Students should feel free to present their views and share them in a nonjudgemental atmosphere in order to stimulate thinking and develop peer rapport.)

Read several statements asking individual students why they agree or disagree.

Correct grammatical errors in the written assignment and return to students.