Writing samples | Schoolbooks on HIV/Language

I wrote three books - Grade 4-6, Grade 7 and Grade 10. They were translated into several of our local languages. The idea was to use language exercises and combine information about HIV. Activities-based exercises would make the learners more comfortable talking to each other and people in authority about HIV-related issues. Naturally, their general communication skills would also be enhanced through these activities. The exercisies were based on guidelines provided by Department of Education, South Africa. Below is a sample, including the answers for the teacher's edition.

The role of culture

The power of choice

[Artist: I suggest a picture of Jin and Lalu hiding in the temple on the water at night, Lalu's feet bound]

Lalu found out about her father's plan to marry her to Hxuo from her good friend, Jin. Later that night, after her father and mother had gone to bed, Lalu told Jin that she refused to marry Hxuo, the boy chosen for her by her father. Jin and Lalu were only fourteen years old. Lalu had always envied Jin's home, a three-floor house in town, and Jin could walk wherever she wanted to, she could run, in fact. Lalu's feet were too small to hold her, she could hardly walk, never mind run. Jin had to carry Lalu on her back when they snuck stealthily out through the heavy iron gates and down the cold stone stairs to the empty street below. Jin's conscience was reeling, worrying, worrying about what they were doing. Lalu gripped the heavy brocade of Jin's collar as they hurried down to the Temple of Cherry Trees on Black Mountain by the side of the river. They would hide in the temple until the ferry came in the morning. Then they would sneak onto the ferry, as they had done many times before, by pretending to be the children of legitimate passengers.  There were so many people that caught the ferry in the early mornings that they were never noticed. The air was dank and humid and Lalu and Jin were grateful for the coolness in the temple. For a while the silence of the night was stirred only by the river lapping softly against the temple's stilts below them and the insistent hum of the crickets.

Jin whispered:  "Don't you think that we should talk to your mother? Maybe she can help. I can't hide you in my house forever. We need help."

• Write a short paragraph to restate and illustrate the plot in the paragraph above.
• Look for clues in the story to answer the questions that follow. In the first set of questions, contemplate the broader context within which this story takes place. Cultural clues change over time and are specific to certain situations. Use this fact when constructing your answers.

  What is the time milieu of this story? Is this story from modern or historical times? Give reasons for your answer.
  Historical, marriages are no longer arranged, feet are no longer bound

  What is the physical milieu of this story? In which country does this story take place? Does it take place in an urban or rural environment. Give reasons for your answer.
  China, bound feet, temple name, character names, brocade on the collar, rural area - Lalu speaks of Jin's town home

  What nationality are the characters?
  Chinese

  What is the socio-cultural milieu of this story? Name an element of culture that appears in this story.
  Temple and temple name, foot-binding, arranged marriage

  Consider what you have analysed about this story by dissecting the milieu. Do you think Jin is being realistic when she suggests that Lalu's mother will be able to help? Do you think Jin's mother would be more helpful?
  Women had no power in society; they were told to marry, and whom to marry. Their feet were bound so that they had no choice of movement. Mothers were blackmailed by society (girl children were not wanted for marriage if their feet were too large) to bind their girl children's feet, therefore neither Jin nor Lalu's mother would have had any power in this situation.

Living with HIV/AIDS

Living a responsible lifestyle after infection with HIV

Nombuyiselo is living with HIV

Many people accepted the fact that I had HIV and supported me. I realised that I would live with the virus for the rest of my life and I had to think seriously about how to live a safe and healthy life. I have to go for regular check-ups at the clinic, at least every six months. The doctors give me advice about how to deal with symptoms I am experiencing.

I have read as much as I can about HIV and I listen carefully to the advice of the AIDS counselors at the public clinic. I realise how little I know about HIV. I now also realise that people around me also know very little about the disease and I am determined to help educate them.

It is not easy to change your diet and your attitude. I know that I must remind myself to stay confident about staying alive. Every day I say to myself, "I will live". I have committed myself to my safe and healthy lifestyle. I eat foods that boost my immune system and help it to cope with all the germs and viruses that I expose it to. I exercise regularly and I have made sure that I know how not to pass the virus on to anyone else.

[A/W - people in a joyous mood wearing HIV/AIDS positive t-shirts]

• Name five responsible things Nombuyiselo does to ensure that she lives a healthy lifestyle.

Sex after HIV infection

• How would you advise Nombuyiselo to let her new partner, David,  know she would like to have sex, but would like to do it safely? Below are some of the things you may want to suggest to her. Which option would you feel she would respond to best? Tick (a) the option you would feel comfortable saying.

Getting married

• Work in groups. Studuzo is infected with HIV is getting married to Manthoto. Studuzo has asked you to create a wedding invitation card for him. He wants the card to indicate that he has HIV.

 Materials you will need:
- paper to create the card
- a pair of scissors
- different coloured pens, pencils or crayons
- a ruler

[A/W an invitation]

• Has Studuzo told all his relatives that he has HIV? How do you know?
• Does it worry you that Studuzo is getting married? Why?
• Do you think Manthoto knows Studuzo is HIV positive? Why?
• How do you think their family will react to this invitation?

HIV/AIDS support groups

• Working alone, read the passage with your teacher and answer the questions which follow.

Nombuyiselo attends support group meetings
"People with HIV and those living with AIDS have plans for their lives. I get up in the morning, I eat breakfast, I go to work, I come home, I talk to my family. I think about what I will do on the weekends. I do all the things you do. The only difference between me and other people not infected with HIV is: I know how I am going to die," says Nombuyiselo.

[Box the following:]

Emotional support may be the most important thing you can do for HIV-positive people because it breaks their isolation. It provides a safe way for them to share their feelings and to share practical information

[End box]

"It is encouraging to know that there are many support organisations for people living with HIV. We meet to talk about ways we can protect our partners and family members from HIV infection. At some meetings we talk about how to keep healthy ourselves, how to keep the levels of HIV in our blood low, and the levels of antibodies up. Those of us who do not have HIV talk about how to protect themselves from HIV infection in their relationships. They talk about condoms and how to use them.."

• What does Nombuyiselo say that tells you that HIV positive people are ordinary people just like you?
• Why is it important that organisations that support HIV positive people want to have members who do not have HIV?
• What should adults who are having intercourse use to prevent themselves from getting HIV? Name two ways.
• Working in pairs. Find out more the National Association of People Living With Aids (NAPWA) and the Treatment Action Campaign. Focus on the roles of the organisations.
• What is the difference between the two groups?
  National Association of People Living With Aids (NAPWA): Role
  Treatment Action Campaign: Role
  The difference between the two organisations is:
• Find the contact details of two more AIDS organisations.
• Let's work in groups of five. Nominate a leader in your group and have them fill in the table below. Suggest questions you would ask in an HIV support group. There are two examples which will guide you.

• Work alone. Carefully choose an older member of your family and ask them the questions you have collected above. Note their answers below.  (Grandmother/Mother/Father/Uncle/Aunt)

© Tanya Pretorius 2006

{Tanya Pretorius' Bookmarks: Me, CV, Writing samples, Schoolbooks on HIV/Language for South African schools}