Reversing the Spread of HIV/AIDS
- Africa, Asia, Central America and Mexico, Eastern Europe and Central Asia, North Africa and the Middle East, Pacific Islands, South America, The Caribbean, Afghanistan, Zimbabwe
- Grades 6-8, Grades 9-12
- Environment, Health, Service Learning, Social Studies & Geography
With the Reversing the Spread of HIV/AIDS Activity, students investigate the issue of HIV/AIDS, including common misconceptions about the disease, its impact in the United States and the world, and what Peace Corps Volunteers are doing to support communities dealing with HIV/AIDS issues. Students then consider the needs of their own communities and develop a message that will help educate people about HIV/AIDS and an effective strategy for sharing that message. After discussing their ideas, students work together to select one approach to pursue as a collaborative service-learning activity.
More about how Peace Corps Volunteers address global issues:
More about HIV/AIDS in the world:
More about HIV/AIDS in the United States:
More about service-learning:
- Students will dispel common misconceptions about HIV/AIDS
- Students will use maps and data to describe domestic and international trends in HIV/AIDS rates
- Students will identify real-world strategies for educating communities about HIV/AIDS
- Students will consider the needs of their own communities and develop a strategy for addressing a key need
- Student access to computers with Internet and audio
1. Explain to students that they will be engaging in an activity in which they will investigate HIV/AIDS, its impact in the U.S. and world, and what is being done to address it through service, such as the service of Peace Corps Volunteers. Explain that students will apply this learning to their own community, and come up with a way to educate others about the issue of HIV/AIDS.
2. In the computer lab, direct students to the Reversing the Spread of HIV/AIDS Activity. On the Student Page, read the Introduction and Task sections together, demonstrating how to navigate through the WebQuest and collect information requested on the data collection sheet.
3. Allow time for students to work on the WebQuest independently, in pairs, or in small groups. Provide assistance to students as needed during their work time.
4. Once all student groups have completed the Educating Your Community section within Procedures , and previewed the Evaluation section, invite groups to share their community-based education ideas with the class. What is the most important thing people in your community should know regarding HIV/AIDS? What strategy would you use to share this information?
5. As a group, decide which message and strategy you want to put into practice in your community, and discuss next steps for making it happen. Who will you need to involve? Where will you go for relevant information?
6. Use the questions in the Conclusion section of the WebQuest to guide a class discussion, or ask for students' verbal or written reflections.
7. To engage students in further interdisciplinary exploration, see the teaching suggestions listed in Investigating HIV/AIDS
Frameworks & Standards
- HIV/AIDS adversely affects the lives of millions of people locally and globally.
- HIV and AIDS are preventable.
- Education is crucial for reversing the spread of HIV/AIDS.
- How has HIV/AIDS changed the world?
- Why are some communities more affected by HIV/AIDS than others?
- How can we support our community in learning and talking about HIV and AIDS?
National Science Education Standards
Content Standard F: Science in Personal and Social Perspectives
- Personal and community health
National Curriculum Standards for Social Studies
Thematic Strand IX: Global Connections
- Use maps, charts, and databases to explore patterns and predict trends regarding global connections at the community, state, or national level
- Explore the causes, consequences, and possible solutions related to persistent, current, and emerging global issues