Health Careers Education
Product-based, Web-enhanced Instructional Plan

Instructor: Beth Coglianese

Lesson Title: Recognizing Attitudes Towards Related to HIV/AIDS

Grade Level: Early High School (Grades 6-9)

Time Frame: One class period that runs 45-50 minutes.

Group Size: Large Groups

Illinois State Goal 22:

Understand principles of health promotion and the prevention and treatment of illness and injury.

Illinois Learning Standard: 22.B.4

Explain social and economic effects of health problems on individuals and society (e.g., cost of health care, reduction in productivity).

Learning Activity

Students will examine and reflect upon their personal dispositions toward individuals who are different, especially those with HIV/AIDS.

Products:

Product 1: Provide oral responses that express initial reactions to news about a friend recently diagnosed with HIV/AIDS.

Product 2: Provide electronically submitted, or written responses, to a before and after Disposition Examination Guidelines survey designed to elicit student dispositions toward individuals who are different or who have HIV/AIDS.

Student Materials and Resources:

Each student should possess:

Pencil
Paper
Computer with Word Processing Program (optional)
Dispositions Identification Guidelines Handout - Developed by instructor

Teacher Materials, Resources and References:

HIV/AIDS: Care and Support of Affected and Infected Learners, Department of Health, South Africa
OSHA Website
Dispositions Examination Guideline, placed at Web site on Internet or Intranet

Activity Plan

Time Frame	Instructor Will:	Students Will:
Initial Activity or Bell Ringer
5 Minutes	1. Instructor will have written the following directions written on the chalkboard, or on a handout: Using a pen and paper, describe in writing some bad, or disappointing, news that you recently received and how you responded to the news: Instructor will complete attendance roster and other administrative paper work.	1. Students will enter the room and immediately begin responding to assignment on chalkboard or overhead projector
	2. Instructor will briefly discuss students’ response to Initial Activity, as time permits.	2. Read orally responses as directed by instructor.
Lesson Activities
10 Minutes	1. Instructor will provide the class with the following scenario. (This can be orally, or in writing, on a handout that the instructor provides the students0 Your best friend went to the doctor for a blood test about a week ago. He informed you that he received a phone call from his doctor informing him that he was the HIV positive. He tells you that that he is very scared and needs your help more now than ever.	1. Listen while instructor presents scenario or accept the handout, if a handout is made available.
	2. With reference to the above scenario, the instructor will pose the following questions to students and generate a discussion about each question. o What would be your first reaction? o Whom would you want to tell? o How would you want people to behave toward you?	2. Respond orally to the following questions: o What would be your first reaction? o Would you remain friends o How would you behave toward him? o How would you want people to behave toward him? o Option: Students may also respond in writing, depending on time constraints
	3. Instructor will record student responses on the chalkboard, a whiteboard, or an overhead transparency.	3. Observe and provide input as instructor records responses.
25 Minutes	4. With the intention of helping students understand and reflect on their personal dispositions and issues related to their development, the instructor will discuss each of the following five disposition: o Attitude o Prejudice o Stigma o Discrimination o Fear	4. Listen as instructor discusses each disposition and take notes. Review disposition Dispositions Examination Guidelines handout and follow the instructions provided on the sheet. (See handout below)
	5. Web-enhanced Activity: Instructor will then direct student to a Web Site on the Internet or Intranet and request that they complete the Disposition Examination Survey. Non-Web-enhanced Activity: Instructor will distribute handout titled Dispositions Examination Guidelines that provides definitions for the five personal dispositions. The instructor will then direct students to follow the instruction on the handout.	5. Visit Web site and complete Dispositions Examination Guidelines survey online. Upon completion, they will electronically and submit responses to instructor.
	6. The instructor will collect and analyze responses for each student or manually collect responses if non-web-enhanced activity	6. Electronically submit responses to instructor.
Remainder of period or next day Initial	7. Lead discussion on responses that students submitted electronically.	7. Participate in oral discussion.
	8. Request that students visit Web Site and complete Dispositions Examinations Guidelines handout once again. Note: If time does not permit completing this activity in one class session, Step 8 could be the initial activity for the next class session. Teacher can complete administrative tasks while students complete the initial activity.	8. Complete handout for second time and submit to instructor.

Supplemental Activities

Visit the Web sites listed below and obtain data to compare the major causes of death in the USA, Sweden, Russia, China, India, Angola, and Nigeria. What percentages of deaths in these countries are caused by HIV/Aids?

Using a pencil and paper or spreadsheet program, develop a chart that shows your comparison.

Assessment

Use a before-discussion/after-discussion arrangement, and the assessment rubric shown below, the teacher will examine changes in responses in an effort to gage changes in dispositions...

Dispositions Examination Guidelines Survey

Name ____________________________________ Date ____________________________________

Directions: Respond YES or NO to each of the questions shown after the definition. When you are finished, click the Submit button to submit your responses to your instructor.

An attitude is a settled opinion or way of thinking and it is reflected in the person’s behavior.

1. Would the news change your friendship?
Yes ________ No _________

2. Would you treat your friend differently now that you have heard the news?
Yes ________ No _________

3. Do you think that your response would improve your friendship?
Yes ________ No _________

Prejudice implies a biased/unreasonable/preconceived opinion or idea of someone else.

Now that you know that your friend is afflicted with HIV/AIDS, do you think that he/she is inferior to you?
Yes ________ No _________

Stigma is a mark or sign of disgrace or discredit, loss of reputation, false accusation, etc.

Would you secretly tell others about your friend health after you heard the news about his/her HIV/AIDS disease?
Yes ________ No _________
Would you negatively blame your friend for contracting the disease?
Yes ________ No _________

Discrimination is when someone is unjustly/unfavorably treated based on prejudice, especially because of race, color, sex, religion, or an illness.

Do you treat people with physical handicaps different from non-physically handicapped people?
Yes ________ No _________
Do you treat people of a different race or color different from individuals of your own race or color?
Yes ________ No _________

Fear is when someone experiences an unpleasant emotion caused by exposure to or expectation of danger.

Are you afraid to be in close proximity to people who have HIV/AIDS?
Yes ________ No _________
Do you feel uncomfortable when you are in close proximity to people with physical handicaps?
Yes ________ No _________
Do you feel uncomfortable around people of different race, color, or ethnic background?
Yes ________ No _________

To download Microsoft Word document.

1. Right click on the link below.

2. Select “Save target as” to save the document to your computer.

3. In the “Save as” window, change the file name if you want, choose where you would like to save the document and click “Save”.