The following questions and activities are based on the order in which information is presented in the video.  The activities included here cover three different types of questions and assignments: basic review questions on information that is presented in the video; questions which deal with issues or events requiring further research; and assignments which require personal reflection on the issues being explored.  You may wish to view the video, or sections of it, more than once. 

The activities included here are only suggestions.  You may wish to adapt these for the students in your class.  Some of the questions might be best addressed in small group discussions or in a form of classroom debate; you may wish to extend others to include a specific action or participation in a campaign.  Obviously, it is important to use those activities that best suit the students and the curriculum. 

Several scenes and interviews in the video contain images and information that may be disturbing for students. After viewing the video, it is recommended that students spend time on the first question, giving them the opportunity to record their immediate, personal responses to what they have seen and heard.  A discussion should follow this writing time, allowing students to express their emotional responses to the video before they continue with any other questions. 

INTRODUCTION

1.  Record your immediate responses to this video.  How do you feel after watching this video?   Why do you feel this way?  What scenes and images stand out after viewing it?  Why are these scenes and images especially powerful?

2.  After viewing this program, explain in your own words why the title is an appropriate one.

3.  We are presented with a number of statistics that prove just how serious the AIDS pandemic is.
a)        Define the word pandemic.  How is this different from an epidemic?

b)       How many people living in Africa have AIDS?  How many of these people are living in Zambia? 

4.  This video is based on the conventions of documentary filmmaking.  How do the conventions of the documentary convey a sense of reality?  (Consider the use of on-camera testimonial footage, unscripted dialogue, use of real people, etc.)

5.  a)   Discuss the power of celebrities in drawing our attention to global issues and human rights.  Identify other examples in the media where celebrities have been used to highlight similar issues.  Explain whether or not you think their use is effective and/or appropriate. 

b)  Some people are critical of the use of celebrities, claiming it takes attention away from     the issue and puts the ‘spotlight’ on the celebrity.  How would you assess the role of Prevail in this video?  Who or what is the focus of this video?  Who is telling the story of the HIV/AIDS crisis in Zambia?

MUSIC AND THE HIV/AIDS CRISIS

6.   George Stroumboulopoulos and Prevail from the band “Swollen Members” visit Lusaka, the capital city of Zambia.  There they meet with several people, including the Hip Hop duo Black Munto.
a)        Where does the inspiration for their music come from?  

b)       How is the problem of HIV/AIDS connected to the group’s lyrics? 

c)        One of the members explains the relationship between poverty and AIDS.  What is the connection that exists here?    

d)       What role does Black Munto believe their music can play in young people’s lives?

7.  George and Prevail visit ZNBC – Radio 4.  One of the ways the radio station has responded to the AIDS pandemic is with a program called “New Teen Generation”. 
a)        Describe your impressions of this show.  What is your reaction to the way the topics of AIDS, sex and HIV are dealt with? 

b)       Why is it important to the show’s producers to target young teens, and especially young women?

8.  “If you’re not infected, you’re affected”  (Boyd Nerenda, Senior Program Officer, Africa Directions)
a)  To what extent do you think your peers are aware of the causes of AIDS and how it can be prevented?  Prepare an outline for a local radio program that would provide information about HIV/AIDS for young people.  Consult relevant periodicals and websites for information about HIV/AIDS in your community, and include this information in your program.  Determine the format and the target audience for your show. Think of a title or name for the show that will attract this audience.   Consider including the following in your outline:

-interview segments
-stories
-public service announcements
-music
-readings
-script for host

b)  Decide on the length of your program and complete a program log to indicate how much time will be given to each segment in the program.

      If possible, record the program and share it with your class. 

COMMUNITY PROGRAMS AND INITIATIVES

9.  George and Prevail meet with representatives from Africa Directions, which is a youth-led community centre.
a)        What is the purpose of this centre?

b)       How do they describe the programs they are offering?

c)        What do they hope to achieve through these programs?

10.    Ovis Mwila is another Zambian they meet with, who promotes the need for abstinence among youth. 
a)   Where does his strong position come from?

b)  His coffin business is a grim reminder of what’s happening in Zambia.   Describe the  way his business operates, and what he offers to the community through it. 

11.  a) Why are young women in Africa particularly vulnerable to AIDS?  (Consider what we learn about the way they are socialized).

b)  What does African Directions hope to instill in the young women who come there? 

12.  “Trendsetters” is a newspaper that specifically targets young Zambians, particularly young women. 
a)        What are some of the messages they hope to convey through the newspaper? 

b)       How are these messages presented?  Why is this presentation especially effective for youth?

13.  a)  Are there comparable papers for youth in your community?  Explain what these papers offer young readers.  What elements make them effective? 

b) What elements would you include if you had the opportunity to design your own paper?  Imagine you have been offered the job of editor for a youth-oriented newspaper.  One of your main goals is to present information on HIV/AIDS.  Design the front page for this paper.  Think about how you can make this page appealing and informative for young readers.  Consider the layout of the page, the visuals you would include, and the stories that you consider most important. Consult relevant periodicals and websites for information about HIV/AIDS in your community, and include this information in the stories you prepare for the front page.   

14.  The University of Zambia offers a special club for its students and staff called the “Post Test Club”.

a)  What is the purpose of the Club? 

b)  How does the Club work?  Describe the process that is followed for staff and students.

c)  What impact does the Club have on  the people involved?

15.  Lydia Chisnga and Cinderella are members of the club who have both tested positive for HIV.  Both of these young women have gone public with the fact that they have this disease.
a)  What were their reasons for doing so?

b)  What do they hope to achieve, or receive, as a result?

AIDS, FOREIGN DEBT AND THE INTERNATIONAL COMMUNITY

16.  How much does Africa spend repaying debts each year?  How much does the country receive in aid?

17.  According to Charity Musamba, the coordinator for Jubilee Zambia, many highly indebted poor countries are experiencing an AIDS crisis.
a)  Why is this the case for most poor countries, including Africa?

b)  Why is the cost of basic, anti-AIDS drugs out of reach for most Zambians?

18.  In the face of this crisis, George suggests that one can rely on the international community to “step up”, and asks “has this been the case”?

Kate Greenaway, Assistant County Director for CARE Zambia responds.  She explains that AIDs does not receive the same kind of media coverage, or the same kinds of resources as other crises.   

She cites the example of September 11th, where over 3,000 people died that day in the terrorist attacks on America.  On that same day, 8,000 people died of AIDS, 8,000 more the day after that, and every day since.

a)  In your opinion, does the AIDS crisis receive as much media attention as other issues? Using periodicals, websites and relevant CD Roms, research the mainstream media coverage that has been given to the AIDS crisis.  What kinds of stories and images are making the news?

b)  Most people working in the news industry would agree that there are 6 factors which determine what stories will make the news of the day.  These factors include: timeliness, proximity, consequence, human interest, prominence, and relevant visuals.
i)  Using these factors, explain why the AIDS crisis receives the amount of media  coverage it does. Are there some factors that seem to be more important in this case than others?  Explain.  What are the consequences of this kind of coverage for the general public, for people with HIV/AIDS, for developing countries, and for the developed world?

c)  What reasons might a government have for telling the public that there is money for the war on terror, but none for fighting poverty and providing treatment for HIV?

d)  How do you think people would respond if they knew what was really happening with HIV and AIDS today? 

(See the study guide “September 11, 2001” for further activities on media coverage and the war against terrorism.)

19.  Conduct research into the response of the international community to the AIDS crisis.  Investigate the programs outlined on  the New Internationalist website (www.newint.org),  the World Health Organization (www.who.org) and the United Nations (www.unaids.org)—(see the information on the World Aids Campaign 2003).  Describe the major initiatives taking place and the organizations involved in these efforts. 

20.  Using relevant websites, investigate the recommendations of Canadian Stephen Lewis, who in 2001 was appointed the U.N. Secretary General’s Special Envoy for AIDS in Africa.  Summarize Lewis’ recommendations, using the points listed below:   
-the problem – a statement about the key problem/issue
-the players – a brief outline of the main players involved in the crisis
-the actions/decisions – what has been done to address this problem
-the future – the work that still needs to be done; what the future holds regarding possible solutions
-the research – what projects/initiatives have been undertaken and by whom

21.    Several groups, individuals and the world’s major faith communities are still promoting Jubilee 2000—a campaign that had as its goal the forgiveness of the debt of the fifty poorest countries in the world by the year 2000.  This goal was never reached, so the groups are now promoting Jubilee 2000+, which continues to focus on the forgiveness of this debt. 

Investigate Jubilee 2000+ by consulting such websites as New Internationalist (www.newint.org) and One World (www.oneworld.org).  According to supporters of this program, why should this debt be forgiven?  How has this debt been accumulated?  What countries are included in this program? How close are we to achieving the goals of Jubilee?  What are the key differences between this campaign and other approaches for dealing with the debt of poor countries (consider the Structural Adjustment Programs created by the International Monetary Fund)?

22.  George and Prevail travel to the Eastern province to the town of Chipata, where they learn about the work of CARE Zambia. 
a)  What kinds of programs are being offered through CARE?  Describe the programs at St. Monica’s and the Chipata Day Secondary School.  What strategies are they using to convey information about AIDS?  What have the results of these programs been thus far? 

b)  Investigate the website for CARE Canada and CARE Zambia to learn more about their programs.  Describe the major initiatives taking place and the organizations and governments involved in these efforts.

FINAL REFLECTIONS

23.  Towards the end of the video, George asks Kate Greenaway of CARE Zambia what can be done to fight AIDS.  What does she say is necessary?  What has to be remembered about each victim in this fight against AIDS?

24.  “Zambia is not sitting idle…  We know that we can make a difference, and we know that we are going to win this war.”  Joseph Munsanje, Project Manager, CARE Zambia

Summarize your response to this video and what is being done in Zambia to fight the HIV/AIDS pandemic.  How do your final impressions compare to what Prevail shares at the end of the video?  Consider the new perspective that is provided by meeting many Zambian people and learning about the AIDS crisis from them (rather than from a news report). What does this video teach us about the importance of looking at things from a new perspective?  Write a reflection in which you explore the lessons you can take away from this program.

25.  Write a letter to one of the people interviewed in this program.  What other questions do you have for them?  What else would you like to know about their lives?  What would you tell them about your own?  What would you tell them about your knowledge of the HIV/AIDS crisis before and after viewing this program?  

26.  George says that 28 million people in sub-saharan Africa are living with HIV or AIDS, and millions of children have been orphaned.  He suggests that this “will continue to happen unless some pretty heroic steps are taken, and I guess that’s up to all of us.”
a)  What are you prepared to do?   Visit the website for CARE Canada, One World, and the New Internationalist, to see what initiatives are taking place today and what kind of action or support you can offer.    

Biography:

Carolyn Wilson is a teacher, author, consultant and President of the Association for Media Literacy in Ontario, Canada.  Co-author of the best selling textbook, Mass Media and Popular Culture, Version 2, she has given presentations across Canada, and in Austria, Brazil, Costa Rica, Greece and the United States. 

In 1998, on behalf of the Association for Media Literacy, she accepted an award for “The Most Influential Media Organization in North America” from the World Council on Media Education.  Carolyn teaches Media Literacy, World Development and English at St. Michael Secondary School in Stratford, Ontario.  She is also the CHUM media education consultant for the London Public Library, which houses the first Media Literacy Centre of its kind in North America.

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