USC6.3

Indicator:

USC6.3 a. Identify sources of, and evaluate information about, non-curable infections, including HIV and Hepatitis C.

Indicator:

USC6.3 b. Discuss standard precautions/strategies to prevent the transmission of infectious diseases (e.g., washing hands, personal protective measures such as not sharing personal items, immunization, insect precautions, needle safety, avoiding other's body fluids, condoms, sexual abstinence).

Indicator:

USC6.3 c. Describe ways that non-curable infectious diseases, including Hepatitis C and AIDS, are transmitted and explain ways to avoid and/or reduce the risk of infection/co-infection.

Indicator:

USC6.3 d. Perceive how beliefs in the myths and assumptions related to the transmission of non-curable infections, including HIV/AIDS and Hepatitis C, affect the health and the identities of the individual, family, and community.

Indicator:

USC6.3 e. Analyze how non-curable infections, including HIV, affect more people than they infect.

Indicator:

USC6.3 f. Examine how thoughts and feelings about HIV infection might reinforce or challenge personal standards.

Indicator:

USC6.3 g. Analyze the emotional, spiritual, and social aspects of well- being that influence and are influenced by non-curable infections, including HIV/AIDS and Hepatitis C.

First Nations, Métis & Inuit Education Integration Resources:

• Use the Medicine Wheel (activity USC6.1 m) as a model to explore the impact of non-curable diseases.
• Resources: The Seven Fires-Teachings of the Bear Clan A Guide to Health and Wellbeing in the New World.

Indicator:

USC6.3 h. Form a personal response, in ways that affirm own personal standards, to some of the health challenges facing families and communities in regards to AIDS.

Indicator:

USC6.3 i. Predict what might happen if only one aspect of health (i.e., only the physical) is addressed when a person/community is infected/affected with a non-curable infection.

First Nations, Métis & Inuit Education Integration Resources:

• Use the Medicine Wheel (activity USC6.1 m) as a model to explore the impact (predict) of non-curable diseases on a person/community/family.  Use role-play simulations in small groups to illustrate the dynamics of this experience.
• Use a Talking Circle to debrief the role-play with the larger group.
• Use a web diagram to illustrate the impact of these predictions on the stake holders within a community.
• http://www.socialjustice.org/index.php?page=publications The CSJ Foundation for Research and Education publishes reports and educational materials on social and economic issues.  Its current program involves research on the growing gap between rich and poor, the corporate influence on public policy, and the search for policy alternatives.  The publications are available for download via their website at a cost, and hard copies can be ordered online or by phone.

Indicator:

USC6.3 j. Investigate and communicate what can happen when a holistic approach (body, mind, heart, and spirit) to management of non-curable infections is/is not adopted.

First Nations, Métis & Inuit Education Integration Resources:

• Using a Jigsaw approach where half of the small groups take a holistic approach to non-curable disease management, and the other half do not.  Create models to compare and contrast the impact of these approaches.  Share these findings with the whole group.  Debrief with a Talking Circle to assess students understanding.