j----_. - New York Civil Liberties Union

Mahopac 001 

NYCLU 

NEW YORK CIVIL LIBERTIES UNION 

125 Broad Street, 19 th Fl. 

New York, NY 10004 

212,607.3300 

212,607.3318 

www.nyclu.org 

June 14,2011 

Dorothy Gilroy, District Clerk 

Mahopac Central School District 

179 East Lake Boulevard 

Mahopac, NY 10541 

Dear Ms. Gilroy, 

Enclosed with this letter is a check for $69.00 made out to the Mahopac Central School 

District, to cover the cost of documents reproduced due to our FOIL request. 

Upon receiving the check, please promptly send thy~;~~~~~~~~~~,~;~~m,~b,tsto: 

Alexis Karteron, Esq. 

New York Civil Liberties Union 

125 Broad Street, 19th floor 


Sin erely, 

j----_. 

lexis Katieran 

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Mahopac 002 

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Name: 

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.------------- --------- 

. I 

Unit Five: 

"Human Sexuality 

and 

Healthy Relationships" 

Expectations 

Lovevs Sex 

Media Influences 

Reproductive Health 

Prenatal Growth and Development 

Teenage Pregnancy and Parenthood 

Abstinence 

. Tidking with your Parents 

Contraception 

Love and Infutuation 

Healthy Relationships 

Sexual Harassment and Sexual Assault 

Refusal Skills 

Sexually Transmitted Infections 

HIVand AIDS 

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Abstinence 

Pamela Hillard 

Health Education Program Manager 

Seattle Schools 

2002 

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*Abstinence 

is an equal opportunity behavior. 

*Anyone, at anytime, can make a conscious . 

, 

choice to not have sex. The decision is yours 

and only yours. 

*Abstinence is a thoughtful choice reflecting 

personal values. 

*Abstinence is an expression of PERSONAL 

POWER and SELF CONFIDENCE. 

*Makfng decisions that' are complex and 

challengingcan make a person stronger. 

*A thoughtful decision is made with a clear, 

.drug free mind. 

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31 

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Mahopac 004 

Family Life and Sexual Health, Grades 9 and 10, Lesson 1 

F.l.A.S.H. 

Sexuality Unit Pretest 

PLEASE DO NOT WRITE ON THIS TEST. USE YOUR ANSWER SHEET. 

DIRECTIONS: Use.10 of the following terms to fill in blanks 1-10. 

esophagus 

prostate gland 

penis 

vagina 

cervix 

ovary 

aorta 

uterus 

spleen 

kidney 

urethra 

appendix 

clitoris 

testicles 

scrotum 

liver 

10, 

, 9·' 

5," 

,i~¡if;};~ 

~.!! 

( I 

i. 

4.-----r 

3. 

, , ,:¡r.;~ 

'...u J' 2. 

"-,~"' 

8" 

~I 

\ 7. 

'6' 

, " 

• 

DIRECTIONS: Mark each statement T (true) or F (false). 

11. Usually boys start puberty a little younger than girls. 

12. Boys often have some breast growth during puberty. 

13. Most of the changes of puberty happen to everybody, male or female. 

14. All teenage guys have "wet dreams". 

15. Girls usually start having white or clear discharge from the vagina at puberty. 

() 

Public Health - Seattle Et King County • ©1988, Rev. 2006 • 

1 - 9 

I{ 

- .'

Mahopac 005 

Family Life and Sexual Health, Grades 9 and 10, Lesson 1 F.l.A.S.H. 

16. If a male gets raped by another male it makes him gay. 

( 

17. Forcing a person to have sex is called "rape" even if the two people know each other. 

18. If someone asked you to be his or her boyfriend or girlfriend, and you didn't want to, but you 

said "OK" anyway ... which of these would describe your behavior? 

a. assertive 

b. passive 

c. manipulative 

d. aggressive 

19. The opposite of "consenting" touch is: 

a. exploitive touch 

b. sexual touch 

c. affectionate touch 

d. assertive touch 

20. Touching a person, in a sexual way, while he/she is drunk or high is an example of: 

a. exploitive touch 

b. fair touch 

c. persuasion and consent 

d. mutually consenting touch 

DIRECTIONS: Use 2 of the following terms to fill in the blanks inquestions 21 and 22. 

fertilization 

chromosome(s) 

nocturnal emission(s) 

fetus(es) 

blastocyst( s) 

contraction( s) 

sperm 

menstruation 

placenta( s) 

c. 

21. The plans for a new human being are contained in DNA molecules called 

22. The meeting of a sperm and an ovum is called ~_ 

DIRECTIONS: Mark each statement T (true) or F (false). 

23. Pregnancy usually starts during the girl's or woman's menstrual period. 

24. A woman can increase the chances of her baby being born healthy by eating a balanced 

diet during pregnancy. 

25. A man can increase the chances of his baby being born healthy by avoiding alcohol and 

other drugs before starting a pregnancy. 

26. A woman can safely have X-rays during pregnancy as long as she wears a lead apron. 

27. As long as a drug is legal, it is probably safe for a woman to use it during pregnancy. 

Public Health - Seattle Et King County Il ©1988, Rev. 2006 II __ .-- .;. 

( 

1 " 10 

7

Mahopac 006 


F.l.A.S.H. 

( 28. If more teens got early prenatal care, more of their babies would be born healthy. 

29. When a person or couple decides to place a baby for adoption, they can choose the family 

their baby will go to. 

30. Which of the following alternatives (in a chance pregnancy) is not legal in the U.S.? 

a. letting a family member raise the baby 

b. placing the baby in foster care 

c. abandoning the baby ("splitting") 

d. raising the baby 

e. having an abortion 

DIRECTIONS: For questions 31 through 33, list 3 of the 9 most effective kinds of birth control. 

31. _ 

32. __ 

33. __ 

DIRECTIONS: For question 34, name 1 of the 3 kinds of birth control which not only reduce thé 

chance of pregnancy, but also greatly reduce the chance of sexually transmitted disease. 

34. __ 

35. The medical word for "birth control" is: 

a. abortion 

b. contraception 

c. menstruation 

d. fertilization 

DIRECTIONS: For questions 36 and 37, name 2 STOs (sexually transmitted diseases) besides HIV. 

36. _ 

37. _ 

38. Which of the following is not a common, early symptom of an STO? 

C' 

a. itching of the genitals 

b. unusual discharge 

c. blurry vision 

d. lumps or bumps on the genitals 

e. burning when you go to the bathroom 

Public Health - Seattle 8: King County _ ©1988, Rev. 2006 _ 

1 • 11 

(ç

Mahopac 007 


39. Which of the following should a person not do if he thinks he might have an STD? 

F.L.A.S.H. 

( 

a. talk with the person or people with whom he has had sex lately 

b. go to a doctor 

c. stop having any kind of sex until it is cured 

d. wait and see if the symptoms go away 

e. read or call a Hotline for more information 

D/RECT/ONS: Mark each statement T (true) or F (fa/se). 

40. People can have HIV without feeling sick. 

41. /f you only have sex with another teen, you can't get H/V. 

42. If you only give each other a face massage, you can't get H/V. 

D/RECTIONS: For questions 43 through 45, list 3 things a person can do to reduce his or her 

risk of getting or giving an STD. 

43. ___ 

44. ~--------- 

45. _ 

D/RECTIONS: Mark each statement T (true) or F (false). 

(. 

46. All teens and adults should do breast self-exam, even guys. 

47. Breast self-exam should be done once a month. 

48. All teens and adults should do testicular self-exam, even girls. 

49. Testicular self-exam should be done once a month. 

50. Any woman or gir/ who has ever had intercourse should start having Pap tests 3 years after 

her first sexual intercourse or by the age 21 1 (whichever is sooner). 

Public Health - Seattle Et 

King County a ©1988, Rev. 2006 • 

1 - 12 

c' 

1

Mahopac 008 

Family Life and Sexual Health, . . .'.' '":, Lesson 11 F.L.A.S.H. 

( 

Reproductive System TransparencylWorksheet 1 

DIRECTIONS: Fill in the name of each body part, Some will be repeated. Use correct 

spelling and medical, not slang, words. 

2, 

a. 

c. 

n. 

10. 6•. 

4. 

9. 

Side lIiew' '~~---- 

8~. ~:: / 

e, 

NOTE: #9 and #2 are not part of the reproductive system 

Public Health - Seattle 8: King County' © 1986, revised 2007 •. 

11- 6 

.,- ._,~ I ~.,_." •.,,:.¡ 

8'

Mahopac 009 

Family Life and Sexual Health, '. Lesson 11 F.L.A.S.H. 

Reproductive System Transparency/Worksheet 1 continued ... 

( -, 

1:2. 

19• .:..::..::- .-

Mahopac 010 

Family Life and Sexual Health, . Lesson 11 F.L.A.S.H. 

( 


DIRECTIONS: Fill in the name of each body part. Some will be repeated. Use correct 

spelling and medical, not slang, words. 

5. 

2, 

4. 

3. 

Front 

view 

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----;:;:Pu7b;-;-:lic:-;;Hc::ea:O;:lthL-~Sr::e:::;:at;:ï:tle:ca:;-¡Kn:in:-::-g 

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11 ~ 8 

lo

____ 

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Mahopac 011 

Family Life and Sexual Health, _ ... , Lesson 11 F.L.A.S.H. 


continued ... 

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II 

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11. 

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Sfdeview 

10, 

NOTE: #8, 10, and 12 are not part of the reproductive system 

( 

---;::-T7-;--;-;---';-;---;::--;-;-;--;;:--;;-;--:-;:---;---:::-=--;--;~:::---'''''--------;,-''''.,' ---- 

Public Health - Seattle fr King County. © 1986, revised 2007 • ' 

11- 9 

\\

Mahopac 012 

( 

Family Life and Sexual Health, .sson 3 

F.l.A.S.H. 

Individual Homework Exercise: The 

Reproductive System 

NAME 

__ 

NOTE: 

DUE TOMORROWI 

DIRECTIONS: 

1. Put each part in the proper box. Box One is for parts that only males have. Box Two is for 

parts that only females have. Box Three is for parts that all people have. have. 

2. Then, in the parentheses, write "1" if each person has one of that part. Write "2" if a person 

has two of them. Write "M" if a person has many of them. 

YOU WILL USE ALL OF THE FOLLOWING TERMS: 

(~ 

abdomen 

anus 

bladder 

buttocks 

cervix 

cilium 

clitoral hood 

clitoris 

Cowper's gland 

epididymis 

fallopian tube 

fimbria 

foreskin 

hymen 

navel 

ovary 

pelvis 

penis 

prostate 

scrotum 

seminal 

gland 

vesicle 

spermatic cord 

testicle 

urethra 

uterus 

vagina 

vas deferens 

vulva 

BOX ONE: MALE PARTS 

1. ~ __ ( ) 

2. ( ) 

3. ( ) 

4. ( ) 

6. ( ) 

6. ( ) 

7. ( ) 

8. ( ) 

9. ( ) 

10. ( ) 

c_ 

Public Health - Seattle 8: King County _ ©1988, Rev. 2006 _, 

3 " 20 

I~

Mahopac 013 

Family Life and Sexual Health, . .esson 3 Fel.A.S.H. 

BOX TWO: FEMALE PARTS 

1. ( ) 

2. ( ) 

3. ( ) 

4. ( ) 

5. ( ) 

6. ( ) 

7. ( ) 

8. ( ) 

9. ( ) 

10. ( ) 

BOX THREE: PARTS THAT PEOPLE OF ANY SEX HAVE 

1. ( ) 

2. ( ) 

3. ( ) 

4. ( ) 

5. ---( ) 

6. ( ) 

7. ( ) 

8. ( ) 

9. ( ) 

10. ( ) 

c~ 

Public Health - Seattle 8: King County .. ©1988, Rev. 2006 • . . 

3 - 21 

(j; 

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"" , 

Mahopac 014 

" 

ó' 

Male Silhouette 

Name: _ Hour: ----- Points: ----- 

/' 

(, , 

Using the following maIe reproductive organs listed below draw, label and place the organs on the 

silhouette in the appropriate place and size, Each organ is worth one point, 

Testicle (2) , 

prostate Gland 

Cowpers Gland (2) 

Scrotum 

-,_"Urinary Bladder 

_,.-Breasts 

f. ,Epididymus (2) 

·-.Urethra 

.:!N as Deferens (2) 

w:..... • 

¡

Mahopac 015 

Female Silhouette 

Name: ------------------------------- 

Hour: 

------- 

Points: 

------ 

Using the following female reproductive organs listed below draw, label and place the organs on the 

silhouette in the appropriate place arid size. Each organ is worth one point. 

Ovum 

Vagina 

Ovary(2) 

Labia 

Fallopian Tube (2) 

Urethra 

Uterus 

Urinary Bladder 

Endometrium 

Breasts (2) 

Cervix 

Hymen 

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Mahopac 016 

Name:_~ _ Hour: ~_ 

$How Much Does a Baby CostS 

You just found out that you arc going to be a parent in 24 hour! Before you. begin your 

"shopping" for this child, guess how much money you will need to raise your baby in a 

healthy environment for ONE YEAR: 

$------------------ 

Hospital Costs: 

Shots/Doctor Visits: __ ~_~ 

Formula: 

Diapers: 

BabyFood: 

Baby Clothes: (t-shirts, sleepers, outfits, coats, hat, socks, shoes, etc.) 

3 months: _ 

6 months: _ 

9 months: _ 

12 months: _ 

_ 

_ 

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_ 

~_ 

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, 

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ø 

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Crib: 

Mattress: 

_ 

_ 

, , 

, 

I, 

Sheets/blankets: 

High Chair: 

(~'~ 

Bottles/Nibbles: _ "~,C 

"O ) 

)').... l) 

~ 1 

Play Pen: 

_ 

Toys: 

Car Seans): 

Insurance: (life/health) _ 

_ 

Toiletries: (shampoo, lotion, butt wipes, etc.) _ 

Child Care Costs: (average 40 hom's a week) -;-- _ 

_ 

_ 

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/'~61 

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Other: 

(stroller, bumper pads, walker, swing, diaper bag, etc.) 

TOTAL COST: s 

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Mahopac 017 

Family Life and Sexual Health,' I Lesson 20 F.l.A.S.H. 

( Contraceptive Worksheet 1 Name Date _ 

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Mahopac 018 

Name: __ Hour:, _ 

t' 

l, 

" 

Abstinence vs. Contraception 

List in order of most effective (#1) to least effective (#15) the following contraception methods. 

Keep in mind, these methods do NOT prevent sm and/or HIV transmission AND must be used 

correctly EVERYTIME to obtain maximum protection. 

----- ~'u/_ 

---- 

.. ·,·;,' 

Abstinence 

Lunelle 

No Method 

Diaphragm/Cervical 

Cap 

NuvaRing 

Norplant 

Withdrawal 

Spermicidal Foams 

Contraceptive Patch 

Depo-Provera 

IDD 

Natural Family Planning 

Sterilization 

The Pill 

Condom 

Your Guess: 

The Correct Answer: 

1. 1. 

2. 2. 

c- 

3. 3. 

4. 4. 

5. 5. 

6. 6. 

7. 7. 

8. 8. 

9. 9. 

10. 10. 

11. 11. 

12. 12. 

13. 13. 

c! 

14. 14. 

15. 15. 

TURN THE PAGE . 

28 IS

Mahopac 019 

Contraceptive Method: What this is: How it works: How effective is this 

method? 

A series of pills that Prevents the woman's 97% 

-- 

( , 

the woman takes once ovaries from ovulating 

ada for a month. an ova 

Lunelle Prevents the ovaries 99% 

from releasin an e 

Depo-Provera A method of birth 99% 

control givenin the 

form of a shot of 

hormone eve 12weeks 

A small devicethat in Prevents a woman's 96% 

inserted into the uterus egg from being 

by a physician and can fertilized by the mans 

stay in the uterus for up sperm 

to 8 ears. 

A soft rubber barrier 82% 

in a woman's vagina 

used with 

contrace tíve ieli 

Condom 89% 

, 

A soft ring fits inside It releases a low-dose 99% 

the vagina of hormone every day 

( 

for three weeks so the 

woman's ovaries don't 

release e s. 

6 match like capsules 99% 

are placed under the 

siun of woman's arm 

Natural Family A woman watches her Woman must be very 76% 

Planning body to see mucus and comfortable with her 

temperature changes body and keep 

and try's to calculate accurate monthly 

, 

when she ovulates (not 

records. 

;1 

recommended for teens) 

'ii " 

The best method to Person needs to refuse ~i 

'I I, 

\i 

prevent both SID's the behavior and at 

i' 

1'1 

and Pregnancy the same time let the Ri t\ 

, 

person know that they 

1 :~ ;! 

still like them. ~ 

Vasectomy 99% 

" 

~ 

II 

li 

Not using any You have a one in six 20%-40% 

contraceptive method change a pregnancy ( )il 

..... ' 11 

29 

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Mahopac 020 

;:i?"· 

CH N 

G 

Atl::?i:ivSíty 68 

DIRECTIONS: Read ' 

'" 

2. Sex before marriage is stressful and unhealthy. . SA A U D 'SD 

3. Spending quality time with children is important. SA A U D SD 

4. It is not that important for marriages to last a 

lifetime. 

SA A U Il 

SD 

.. 

o' 

5. Fathers should assume more nurturing roles. SA A U D SD 

6. Household responsibilities should be shared by 

both marital partners. SA A U D SD 

7. The woman should remain at home until the 

children are older. SA A U D SD 

8. Homosexuality is abnormal. SA A U D SD 

9. The major role of a woman should be a housewife. SA A U D SD 

l O. A man who has worked all day should not be 

expected to do work when he gets home. 

Il . Single-parent households can be just as effective 

as two-parent households. 

SA A U D SD 

SA A U D SD 

12. Dating begins too early in this society. SA A U D SD 

13. Being faithful is not that important in a marriage. SA A U D SD 

14. The woman should decide how many children 

a couple will have. 

SA A U D 

SD 

15. Women should be solely responsible for birth 

control. 

SA A U Il SD 

© Health Wave, Inc. 

~()

Mahopac 021 

AdHYity 69 

·1 IlY cg;emininit 

DiRECTIONS:Place an X ol(mg the s(ale which best describes each of the characteristics 

The seule ranges from 'Ivery masculine" to Hvery femil1ii1el'• 

listed belew,

Mahopac 022 

Ad:åvity 10 

1 

If 

DIRECTiONS: Complete ~HI(h@f the f@iI@wing five shdemel1ts as honestly and thoughtfully fAS p@ssible. 

I found out my best friend was 

gay/lesbian, I would ... _ 

4Everyone should be aI/owed to choose 

his/her own sexual orientation without 

ridicule or embarrassment because ... 

2 

~ 

Homosexuals should be treated with the 

. same respect as heterosexuals because ... 

SIt is important to respect anethers sexuality 

because ... 

3It is okay to feel attraction to the same 

sex during adolescence ..., ' _ 


:tbl

Mahopac 023 

Adu'¥'U:y '11 

M!:J Circle or 

el fionshipe 

DIRECTIONS: 

Each drde represents 

CI different degree of intimacy 

from the inner circle (most intimate) 

to the outer drda (least intimate). Within each 

drde, list four people who represent each level of intimacy ill your life. 


~

Mahopac 024 

Sexual Àssaul t 

. II II 

Adiväty 16 

DIRECTIONS: Place «11'1 Mf for MYTH er fln F for FACT ill the space provided for (fl@chsex:¡gal assliiult st~temerlf be!@w; ü!s@ 

eerrect each huaneet statement (myth) with a f«ldllol st~temei1t. 

g Sexual assault is primarily a crime of passion. D MYTH er FACT 

I Most rapes are carefully planned, well in advance of the assault. D MYTH cr faCT 

il The majority of sexual assaults are committed by strangers to the victim. O MYTH cr FACT 

e The majority of rapes occur at night, in dark alleys. O MYTH or FACT 

iJ It is relatively easy to determine the number of sexual assaults each year with the extensive 

medical reporting now required by hospitals. D MYTH or FACT 

œ More than half of all sexual assaults are committed while under the influence of alcohol. 

O MYTH 

or FACT 

ii Victims provoke sexual abuse by the clothing they wear, the way they talk, and the way they act. 

O MYTH or FACT 


1..'(

Mahopac 025 

Sexual As s au ; t 

!lI mm'a D 

continued 

Aetivity 16 

fil Sexual abuse happens to a small minority of the population. O MYTH or fAer 

~ Sexual abusers are low income, minimally educated psychopaths. O MYTH er FACT 

iD Victims who do not fight back are not truly sexually abused. O MYTH er FACT 

III Homosexuals are responsible for the majority of sexual assaults. O MYTH 1'iB' fACT 

IB Most sexual assaults occur in urban areas. O MYTH or FACT 

œ Approximately l of 10 women will be sexually assaulted in her lifetime. O MYTH or fAer 

ill Rape happens only to young women. OMYTH or FACT 

!Il Sexual abuse often has long lasting physical and psychological effects. O MYTH or FACT 

iD There is really no way to protect yourself from sexual assault. O MVTH or FACT 

© Health Wave, Inc. ~~

Mahopac 026 

o 

ual 

TRUE/FALSE 

1. Most STDs have visible symptoms. 

uchdo 

ns 

ou kno 

I) 

I 

EVlBlml!JJlBl'il;m@lî'1l 

alflld A.'jjs~$;§mefJilt1;52 

bo 

( 5)? 

TRUE 

FALSE 

2. Another name for gonorrhea Is the "clap." 

3. Syphilis can lead to permanent damage to the central 

nervous system. 

4. Peoplewho are sexually active should have regular 

medical exams. 

5. Sexual intercourse should be avoided when any symptom 

of an STD is present. 

6. STDs cannot be transmitted to an unborn baby during 

pregnancy. 

7. STDs are not a serious problem among teenagers. 

8. Pubic lice, also called "crabs," are not always sexually 

transmitted. 

9. There is no cure for syphilis. 

TRUE 

TRUE 

TRm 

TRUE 

TRUE 

TRUE 

TRUE 

TRUE 

FALSE 

FALSE 

FALSE 

FALSE 

FALSE 

FALSE 

FALSE 

FALSE 

MULTIPLE CHOICE 

1. What Is the most effective protection against 

STDs? 

a. the patch 

c. the pill 

b. intrauterine device (IUD) 

d. latex condom 

2. An STD that has no cure Is ... 

a. vaginitis 

c. gonorrhea 

b. herpes 

d. syphilis 

3. What Is the fastest growing STD in the United 

States, particularly among young people? 

a. chlamydia b. herpes 

c. syphilis d. vaginitis 

4. caused by human papilloma virus, 

infects the reproductive system. 

a. genital herpes b. genital warts 

c. hepatitis B d. crabs 

5. Hepatitis B can be spread through .• 

a. dirty needles 

b. contaminated food 

c. sexual intercourse 

d. a and c 

e. all of the above 


flG

Mahopac 027 

,SEX SMART fOR TEENS: STis 

"NFECTION WORI'\SHEET: ANSWER 

KEY' 

For each STI, circle either "curaoïe" or lIincurable" and what the infection is caused by. 

Then, circle the treatment metllOd(s) that apply to each infection. 

1. GENITAL HERPES SIMPLEX 2 

a) Type of infection (circle one): 

curable / incurable 

b) Caused by (circle one): 

bacteria / parasite / virus 

c) Treatment (circle all that apply): 

antibiotics or medication / no way to cure / 

medication to ease sym12toms 

2. SYPHILIS 


cutable / incurable 

b) Caused by (circle 'one): 


c) Trearmenr (circle all that ajJply): 


medication to ease symptoms .... 

3. CHLAMYDIA 


curabte / incurable 

b) Cause'd by (circle one) : 


c) Treatment. (circle all that apply): 


medication to ease symptoms 

4. HEPATITIS B 


curable I incurable 


bacteria I parasite / vims 



medication 

5. GONORRHEA 

to ease symptoms 




bacteria I parasite / vims 




6. HUMAN IMMUNODEFIClENCY VIRUS (HIV) 



b) Caused by (circle one) : 

bacteria / parasite / v.irus ' 




'~. 

7. CRABS/PUBIC LICE 

a) Type of infection (circle one) : 



bacteria / 12arasite / virus 


antibiotics or'medication / no way to cure / 


8. HUMAN PAPILLOMA VIRUS (HPV) 

.a) Type of infection 



(circle one): 

bacteria / parasite / vitus 

c) Tl'eatment (circle all that apply): 

antibiotics or medication I no way to cure I 


9. TRICHOMONIASIS 




bacteria 

I 12arasite I virus 


antibiotics or medication I no way to cure / 


15 

r(\

f" 

r> 

Mahopac 028 

~\ 

Family Ufe and Sexual Health, ~, '-esson 21 

F.L.A.S.H. 

Name: Date: Class Period: _ 

HIV Lifeline (Part 1) 

#1 

What does HIV stand for? 

#2 

Two key parts of the immune system: 

H 

I - 

V 

~ 

A 

is a kind of white 

blood cell, the boss of the immune system, 

which HIVattacks. 

An 

is o-n-e-o-=f:-t:-he-fj-g-h-te-r-s-o-f-t-h-e -------.. 

immune 

system. 

#3 

#4 

Four fluids can 

HIV: 

Which fluids are safe? 

1. 

2. 

3. 

4. 

1. __ 

2. __ 

3. __ 

4. ~-------------- 

PUBLIC HEALTH-SEATTLE & KING COUNTY 14 SEATTLE PUBLIC SCHOOLS 

HIV/AIDS • REVISED 2002 

~

Mahopac 029 

Family Life and Sexual Health, \ Lesson 21 F.L.A.S.H. 

HIV Lifeline (Part 2) 

#5 #6 #7 

This is Student X. Student X can find out Student X feels fine for years 

if he has H!V. 

(an average of 

years). 

~ 

He has HIV. How could Student X 

have caught it? After months there are 

1. 

2. 

enough 

He has no 

3. to show on a test. He is 

~ 

1: 

#8 #9 #10 

Ten years later, Student X is 

Student X is in the hospital on and off 

years old. 

A (an average of years). 

~ 

His immune system is losing the 

fight. Student X has 

I 

D 

S 

1: 

Then Student X dies. 

PUBLIC HEALTH - SEATTLE & KING COUNTY 15 SEATTLE PUBLIC SCHOOLS 


+ ,~. 

/~ 

i 

i 

'~ 

"

(- '\, 

í "\ 

{ , 

Mahopac 030 

Family Life and Sexual Health, - Lesson 21 F@LfiA@S~He 

HlV Lifeline (Part 3) 

#11 #12 

Treatment 

helps people 1. 

live 2. 

Problems with treatment: 

. 

3. 

4. 

#13 #14 

Rewind. 

1. No sex = 

How? 

~ 

Let's keep Student X 

2. Have only one unlnfected partner who only 

has sex with him = 

3. Use protection = 

PUBUC HEALTH - SEATTLE & KING COUNTY 16 SEATTLE PUBUC SCHOOLS 


-,. .•.''--f-; 

~

Mahopac 031 

IEYiJUI!Jlóil!'fJ;ü©n @iJri"lJdA$$~$$m~ll"íJt $3 

I I : 

exploring knowledge and attitudes 

DIRE(TlONS~ Read each @f the f@lIowin9 st«demei1ts, then cheek the 

response thaf fits best. 

I.People with HIV infection look and feel very sick. 

:':~>'-'.' 

~~ 

~~ ~~ 

~~ 

(:)~ 

~~ 

()~~ 

~ ~~ 

O O O 

'" "'.-,'-',- 

{O', 

3.If someone 

AIDS. 

is infected with HIV,then they have 

..!:~r!::-:~f:_. 

O O o 

~\'~' 

5. HIV is found in semen, vaginal fluids, and blood .. , 

;~:~T0~~:::r,;¿:':: ".,",~ 

O 

';-",-:-. 

O o 

7. I would not mind being in the same classroom as 

someone with AIDS. 

. ':¡;_:~w:r:¡'~'};:i:>;': ....,. 

;:·';~:'-f::;~;::!:;:: .... /,";-.'. 

O o o 

~' 

',' 

O 

9. It is a good idea for teenagers not to have sex. 

o o 

':~~.,;·;;':'':;1::';;¡:;~N/'~:;i''-:

Mahopac 032 

HO'\N the AIDS ViTUS 

is transmitted 

--------,--------------_._--- 

How HIV artaeks 

THE IMMUNE SYSTEM 

II HIV armck.s the tietper T CELLS 

~ HIV t01[(QSOV~I' rhœ T CELL 

ano stares multiplyIng Inside ~he ('r:'11 

.. the Infec:ted r CELL cornes I"~ cenruet wtm 

ocher T CELLS; HIV tnkes over those calfs 

• Inf~cted T CELLS 

keep multiplying, 

toHllfng aver more and mere T CELLS 

• soon, most Î CELLS are Infected

Mahopac 033 

-------_.- 

Comrnunicable and non-communicable 

diseases. 

HIV is a tiny germ called a virus. Germs that pass 

sicknesses around are small living organisms which 

are invisible to us. Many sicknesses are caused by 

germs, but many are not. Let's first take a look at 

other things (besides germs) that could cause an 

illness. 

Genes- from the mother or father. (Genes are the llttle chemical plans wIthIn sperm and egg 

cells.eplens for a new human belng.i.. Its hair color, the shape of Its ears¡ etc.) 

Malnutrition- not having enough good food to eat, not enough of particular vitamin or minerai. 

Chemicals- certain drugs, like alcohol, tobacco. Sometimes people are exposed to other 

chemicals at their workplace. 

Radiation- too many x-ravs: from a nuclear power plant 

-- ..._---_._---- 

Tiny organisms such as, bacteria, fungi, 

viruses, parasite and protozoa 

Germs - 

Bacteria - 

Viruses - 

Illnesses 

pneumonia, strep throat 

cold, flu, measles, chicken pox, HIV, 

mumps, pneumonia 

Protozoa- "camper's diarrhea", malaria 

Fungi - 

athlete's foot, ringworm, thrush 

"diaper rash" 

Parasites - tapeworm, fleas, head lice, ticks 

IMMUNE 

SYSTEM 

1. STRUCTURES: 

• white blood cel 

• roclucf lood cells 

The IMMUNE RESPONSE 

2. 

I.'~~!JS:'\~~~~' :~ 

"'~:~\t~~W h,~ 

Al In (ISÆl 

Between 1,{)Oll,OIlU outl1,1IH:i.tlOO oanple In Itle 

UO!!,:ld %:,!E'¡l$ cre currentrv JlvhW wilt¡ IUVlA.!IJS. 

,'\n eslmcted tH),I)!)1) people per veßr In /J,m,;¡ricc 

bl~,;.\'~rl"$!'llllr()l\hlliwIth mu r.I nwn$\ïll Ihl.,¡ hr.l$ 

reroclnecl ff.'lqfivo;¡!'{ f,Job!o;¡ for n1uç;h ,¡f Ihe. PÇ¡st 

ceoode. 

As m,';11"1 Ç;,S2'(ill,(lI)t) l\m~,li(":~lmrnov bo:, inf~Jctød 

wi!~, HiV, bul ¡rUn't KI1'6W It 

il) It·,~tUnllud Sloíes HnHeJfllt'uJ ¡kuttl h;~!¡Ih!:1 

tlrlHI!UlI-Ihn¡Wt:l Oll VUUlHI\\IIIJ mlrh1hrfflJor¡ iItIult~, 

¡:,

Mahopac 034 

STOlS YOU MIGHT HAVE HEARD OF 

CHLAMYQIA HEPATITIS B AND C 

GONORRHEA GENITAL HERPES 

SYPHILIS HUMAN PAPILLOMAVIRUS(HPV) & 

(GENITAL WARTS) 

PUBIC LICE CYTOMEGA~OVIRUS 

SCABIES 

HUMAN IMMUNODEFICIENCY VIRUS 

LAST STAGE AIDS 

TRICHOMONIASIS 

.-------------------------------.------~ 

Lf fœ i'hreate"fïî'9r- .... 

":--Hi\ï Diseasë'-- 

~ Syphllls U 

.. HopatlUs B, C··, 

.. HPV···· 

• "'"~I ..1~'t1.~!(jh. ,t m 

,:ul"2:lblo !¡¡,nl nt bit,h ~ is .. v"y 

CO''I"11110'' CI'Hlse ol >lel'louOl 

Cj¡!Hlhlli¡y In newborns 

Il;clud,nf) mc,rll",1 dls",b¡Uly, 

IUlIg, nver an\.l ,;))ltlIHI 

prol:tløm~~ heorln{J l('tr.s; 

¡'I~(-ldino F,.-\llern V'I:\I(.)I, ... le\l.l$ 

nncr growlh problems. 

NoSerlol;s--- 

:::o~.~.~.~l:~~~¡;.s _ 

.. Solniasis 

A person can reduce his/her risk of 

giving or getting an STD by 

"Abstaining from oral, anal and vaginal sex 

'Maintaining long-term mutual monogamy 

·Using condoms 

·Getting vaccinated for Hepatitis B and HPV 

'Reducing the # of sexual partners in their 

lifetime 

oReducing the frequency of sex 

'jf/I

Mahopac 035 

'Teen da.-ting abuse. 

Ho'?!' 1?'r~valen/:Is It: Really? 

... OIW 'ilt tlln let'IH! -usñu hm~e ¡'tltUI In (,I rdalirlllE/u'p clairnctí they '''Hl/! lwon 

¡¡INa/Cf/cri ph}jslcallu VÎtI email."Î.1t!itll11tmllslm;;:f1.ie:d. chnt orornar 

technological tool" 

... 71/1J vast maJadty of teullS ('(Ins/dltr '¡n'rh/li rlflri ph,l/!!lcal nlmr.1.! lo bd 

,lwn'ntM l:;,'iUUS iit: thair ngf! grat/p. 

• ;¡~;j;;.:~I~arfo;,~~~~; 

l/~:~OO~:~:~:;~~~"':~í(~¡~::;;:::t!k::~~~:: ~t~O';;!I:':: j1~:;~~dtlS 

n:pv.rt Iltroirlg totd tnatr ,mrulIt, .. nbout tlta i1bu!it! Ol' tl1n·nt.'1accü rrirt.g -oía 

cell pJW"rIl:S, 1M, fl:,"'"' or emaíts, 

... "("een drltillg (/l>r~:H! u(·çu.rs tn ¡mUt nr)r,lllitt!~SC,-': ttrul sanle-IW:>" 

relnt/om,lllliS, 

Warning 

S'igns 

'l'horl! are some waming Sigll!; tIlut an Inthnnt(>, rolô\tionsMp m"y 

become nbusive. Not ofthu ~ib'TIS IIpP~ln)/I tlH Ilbu.'llvCl Of' 

all 

pCllcnl1llHy nbWlivc Telnlion¡;hips, and somethn~s ther~ \))"(1rw GIßI'!; 

lhnt un I..nli.mnlc rnlllHi.lI\shlp mny bacome nbu$ive, The uxMe'l~'l', l~f 

rr,111tlI1l\flhlp 1:'1i"lbu:;lvo, but It nmr slgnnl the l'Olnlio)\.'lhip Is mIt 

cl..'mpll.'t"ly lW'.o1thy, AbUHIV!1 huhnvlOl's cnn OCCUl'{n till GphCfaS of n 

young: p~'r$lll1':drf\1: ¡;¡C!\¡10r,wOI'k, hOln\1, nnd (",nUna. Allhough nd\11W 

t.;ond think of onlhw tX'lm ...ll".'1.1' nnd ('mnl1 !..lr.ti licpm'nte SphCTo pU/!$l,!s¡;;wmr.M¡ 

}>- Pr(:'!/f.IIU/I,'{ thr.ullll1rrll:numlrulll dcd/lg wI/lit fh]ilI'S/tr! wallI!; 

).> .!i'¡:¡¡¡:rr. rIloodM.u¡"8$ 

};- Mnklns lal.'l~III:C/lSIl/{(JlI,ç nl,ol//I/lr! otlwf pel'SOIl, indwlilt::: utlu.'rs 

}> ~i~~~~:~'::':!:i~~~::,/:r:/III~ 

,¡'¡/I

Mahopac 036 

( 


Answer Sheet 

Name 

_ 

Period _ Date / ./ _ 

REPRODUCTIVE 

SYSTEM: 

c__ 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

PUBERTY/ADOLESCENCE: 

11. T F 

12. T F 

13. T F 

14. T F 

15. T F 

SEXUAL 

EXPLOITATION: 

16. T F 

17. T F 

18. a b c d 

19. a b c d 

20. a b c d 

( Public Health - Seattle 8: King County _ ©1988, Rev. 2006 •. 

1 - 13 

'51p

Mahopac 037 


PREGNANCY: 

21. 

22. 

23. T F 

24. T F 

25. T F 

26. T F 

27. T F 

28. T F 

29. T F 

30. a b c d e 

BIRTH CONTROL: 

31. 

32. 

33. 

34. 

35. a b c d 

c.. 

SEXUALLY TRANSMITTED DISEASES: 

36. 

37. 

38. a b c d e 

39. a b c d e 

40. T F 

41. T F 

42. T F 

43. 

44. 

45. 

Public Health - Seattle & King County. ©1988, Rev. 2006 •. 

1 - 14 

c 

~

Mahopac 038 

Family Life and Sexual Health, Grades 9 and 10, Lesson 1 F.L.A.S.H. 

( SEXUAL HEALTH CARE: 

46. T F 

47. T F 

48. T F 

49. T F 

50. T F 

Do not write below this line: 

# CORRECT # POSSIBLE 

REPRO. SYS .. 10 

PUB./AOOL .. 5 

SEXUAL EXPLOIT .. 5 

PREG ..; .. 10 

BIRTH CONTROL.. .. 5 

STOS .. 10 

SEX. HLTH. CARE .. 5 

(~"... .' Total 

50 

·c 

Public Health - Seattle 8: King County .. ©1988, Rev. 2006 III' 

1 - 15 

'15'

Mahopac 039 

~atli!llle: ,.~~- JB{01lJllf': 

Reproduetive Vocabulary Challenge 

(Extra Credit) 

l)iredioll:1l1: fi:mce th£.£.!l!f'll'®ctHettelf'j!!J!le blrulli to the left~ l!1iJiaybe u.sed only-once. 

=1. testosterone A. bring urine and semen out of the body through the penis . 

2. fetus 

- 

-3. semen 

4. fertilization 

---- 

- 

5. erection 

---- 

6. prostate gland 

" 7. ovaries 

~:t ~: 

i. 8. egg cens 

~·i~ 

.£:;';...-' 

,~, 9• 

cervix 

J;~':. 

¡~ 

~ 10. seminal vesicle 

~. 11 testes 

!f?~.. " ....;, 

~A~' 

~~. 12. vas deferens 

fl . 13. ejaculation 

14. puberty 

B, adds a chemical fluùd to the semen 

C. when the penis becomes engorged with blood and hardens 

D. where fertilization takes place 

Eo 

glands that produce the egg cells and hormones 

F. firs! two months of development in the uterus 

G. organ that nourishes the fetus 

H. stores sperm cells 

I. Female organ of intercourse; birth canal 

J. female erectile tissue between the labia 

-K. houses the fetus during pregnancy 

L. adds a sugary fluid to semen 

M. folds ofskin outside of the vagina 

N. a hormone produced in the ovaries 

, 

. I I 

, 

, , 

I 

-.. 

\.----../ 

I 

! 

, 

, 

f ¡ 

, 

; ¡ 

, 

»' S. fluid ejaculated from the penis 

20.uterus 

T. organ that produces sperm 

21.1abia 

U. male hormones 

22. epididymus 

V. begins about 12~13years of age 

23. urethra 

W. last 7months of prenatal development 

24. clitoris 

X. tube that carries sperm from testes 

.25. sperm cells 

Y. sperm cells join egg cell 

..~' 

•26. placenta 

Z. sac that regulates the temperature of the testes 

6 

. i- 

~, I

Mahopac 040 

il 

..-' 

r 

Healthy Relationships 

Objectives: 

• To distinguish between healthy, unhealthy, and abusive relationships 

• To understand how patterns of unhealthy behaviors can develop into abusive 

relationships 

• To recognize characteristics that are important for maintaining healthy 

relationships 

Activity Instructions: 

( ,.} 

c.z>" 

1. Establish guidelines and remind participants of the importance of this activity. 

2. Ask students to name the different kinds of relationships (romantic, friends, work, 

family, parent-child, student-teacher, roommates). Explain for the purposes of this 

exercise, you are going to focus on romantic relationships (both same-sex ana. 

opposite sex). , 

3. On the board, on opposite sides, write "healthy" and "unhealthy". In the middle 

write "not sure". 

4. Hand out relationship characteristic cards and have students come up by row and 

tape their characteristic with the masking tape on the appropriate side ofthe 

board. 

' 

5. Go over each characteristic discussing why some characteristics are on each side 

of the board. Discuss characteristics that students are not sure about. 

Concluding Questions: 

1. Do you think that the characteristics included could be ascribed to the other kinds 

of relationships we named in the beginning of the activity? Why or why not? 

2. Do you agree with the way some of the characteristics were labeled as healthy or 

unhealthy? Were there any you were unsure of, or that you might say to yourself, 

"it depends on the situation?" Explain. 

3. Were the responses from the males and the females similar or different? 

4. Looking at the "healthy" section, do you think it is realistic to expect these things 

in a relationship? Why or why not? Which 3 qualities would you not be willing to 

give up? 

5. Can you think of any ways that you can minimize unhealthy characteristics and 

work toward the healthy characteristics in a relationship? 

.('.. ) 

"'''''.Or>--- 

'(o

i.• 

Mahopac 041 

t" 

r 

Relationship 

Characteristics 

If you are concerned that your participants may not brainstorm enough 'characteristics of either 

healthy or unhealthy relationships, you can prepare cards for them to tape onto the ships using the 

following characteristics. Simply write them out in advance on index cards or type and.prínt them, 

cutting them to make one characteristic per sheet, Make sure they are large enough to see once 

, they are taped to the newsprint. 

II 

" «·~fJ 

,,",if 

ffi 

",. 

til 

fl 

fl 

fli 

INSULTING ONE ANOTHER 

SPENDING TIME APART 

JEALOUSY 

SEXUAL ATIRACTION 

CARING FOR EACH OTHER 

SAYING "I LOVE YOU" 

LYING 

EXPRESSING ANGER 

PLAY FIGHTING 

COMPLIMENTING EACH OTHER 

LISTENING TO EACH OTHER 

LYING, TO PROTECT FEELINGS 

BREAKING OR THREATENING TO BREAK 

VALUABLES 

CHECKING THE OTHER PERSON'S 

BEEPERS AND CELL PHONE 

CHEERING YOUR PARTNER UP, WHEN 

THEY FEEL DOWN 

FEELING SECURE AND COMFORTABLE 

RESPECT 

SEXUAL PRESSURE 

FEELING SECURE 

PUSHING OR SHOVING 

ENJOYING SIMILAR ACTIVITIES 

ALWAYS PUTTING YOURSELF FIRST 

EXPRESSING ANGER 

SHARING SECRETS 

CONSTANT PUT-DOWNS 

HAVING PRIVACY IN A RELATIONSHIP 

SPENDING ALMOST ALL OF YOUR TIME 

WITH YOUR PARTNER 

EXPECTING FAVORS, SEXUAl.., OR 

OTHERWISE, IN EXCHANGE, FOR 

GIFTS 

CHEATING 

CRITICIZING 

MAKING FUN OF EACH OTHER 

HOLDING HANDS 

RIDICULING THE OTHER'S FAMILY 

HONESTY 

DOING EVERYTHING FOR THE OTHER 

PERSON 

MAKING EXCUSES FOR THE OTHER'S 

BEHAVIOR 

TELLING YOUR PARTNER HOW YOU 

. FEEL 

ISOLATION. FROM FRIENDS AND 

FAMILY 

TRUST 

CURSING EACH OTHER OUT 

NOT BEING THERE IN A TIME OF NE'ED 

OPEN COMMUNICATION 

STEALING FROM YOUR PARTNER 

TELLING THE OTHER TO DRESS MORE 

SEXY 

NOT MAKING TIME FOR EACH OTHER 

ALWAYS PAYING FOR EVERYTHING 

ONE PARTNER ALWAYS DOING 

THINGS FOR THE OTHER 

IGNORING EACH OTHER 

YELLING 

NEEDING SOME SPACE 

SHOWING DISRESPECT FOR THE 

,OTHER 

NOT LISTENING TO ONE ANOTHER 

ENJOYING SPENDING tIME TOGETHER 

ONE PARTNER CONTROLLING THE 

OTHER 

GIVING GIFTS 

KEEPING SECRETS 

MAKING COMPROMISES 

-fl 

tIP 

.,. .,. 

fl! 

fl 

fl 

' 

.'..•.~~.•.. 

. 

'. 

__ ~, 

"-.,-,-,ß 

.. 

'. fØ 

ẹ 

, 

f 

Cf 

•.. 

e 

• (I 

.. 

G 

© Community Healthcare Network 2005 

www.chnnyc.org 

• fÎ 

24 141 

Cff 

Il

Mahopac 042 

fEr¡:!.hL_BlFf(9D.~JCT,!. v~j1~lfli 

'1 ' 

CO.NCEPT: PUbel"ty is that sta!oe of develöpmentin the female dUi'inq 

I " 

\'Jh'îch the Y'oprodul:t'ive tract has the potentia'ï to al1D1;1 

"~. .... ~J 

for the ùrovrthand dl2~\!e¡ol}rnent of Ii! Li v ino human beincI, 

....._~-_.. 

Ff}1J\LE fŒPRODUCTIVE TrU\CT: 

----...~.........--, .._ ..__ ..,.-.....,_ .......,,~,-,~ 

I OVUH ·_}~S~L~~~8~î; 

'j 0\ 'I' J'YY , ",,,j.{{i;,,a.:.. 

1Y il', ' ;jÏM"F~V¥\f'>" ":7';r 

'(', 

, \ II I '" ,/,r? ,Y' ,,,",, f. ,.' -",7 

,':::,I'Ô ' ,¡~¡ •.,\,(,.",,";:7 ¿"(¿,/",'l:'!'¿':¿L

Mahopac 043 

J / 

/1 

;' 

,fl 

.. ' 

Du'r~;ng th iSo ti me the Ø'\I'~¡¡~4i'~i!s.'rel'i@)(J'$;~'0'$:ll!jY:'"big.ërn·ff\tiHlôle .sex 

hormone) 

which s timel a tss the deve Iopment of the primary iHlel s(~condaY'y sex 

character'istics. Prinary sex charactel'isUcs: 

Fallopian tubes, uterrs and va~J'inil become "larSiGY' and mature . 

SecondainY' chat'a'Dte'r'Ïsti Cg: ..--)¡f7 I'-,."'. ' .. 1,/ - / .r 

I' V -"l" ..(...-¿:-e '(,.~"~~I" 1.'

•• "P .. _.' --' ••• - '_,~ __ ,_ _" • 

Mahopac 044 

, .(I" 

/ 

.,\' 

di~f talk about there btdng hm over+es - Gili'lly one ovary at a time 

W'j 11 function.,~hey 

more 

rrwy 

1iJ"~~Wy·- , 

bLl1~;Q1'11¿v .one ova. l s 

alternate o~may repeat itself twice or 

®)(pl:!lledvr'Í'thinthe 2B clay cycle? Ovulation 

_ ••••• '-.1 ....... .- .............. -- ................ -"' .... 

~scur~,_5.~~,~~~l 'ly b,',/O v.Jeeks aftnr the last me:!2:~!~:!.~~1.~PE~.~:~g~0... Tho newly 

• . '''''''-''''.' •.. ··•·· ,···~_·· ··,· ~"_ .•..#'.......-·,·..,, ' M 

released O\J¿\ í s , \'ie bcl ieve , suctioned into the flaring end of the 

fallopian tube , Cont.re cti ons of the muscle walls create (j suction 

that directs ovum into tube. 

-----.-- 

FALLOPIAN 

..--,----- 

TUBES 

Trumpet like structures lyinç,i near the ovary and extcndi no 1:.0 the 

corners of tho uterus. 3.,5 11 in l cmqth . 

Ova from the 'ti «ht ova ry usue 11y enter the ri qht Fal I op! an tube ._ 

the left ovary~ the left'Fallopian tube. 

These 

....- 

tubes~;er've 

'_.'M ~_ .;v _ 

as 

...~-~dtlc;ts 

,;_ •. · '.~·.fl....... 

for,... the 

_~_.,. 

ova 

..._.~..,,... 

and 

..._........... ...~..... 

it is 

_ 

herefert'jlizat'jon 

_.~ ,._ _.. ." -.-->... , .. _ ,,,.,...,... 

_""""'~'~_"~ O" "'", ~ ~._ .. ". ~, .... ~.',' 

usua 1'\ 'l occurs. Thè Fa 11 OpiiHl tutie t;y'ansports the ovum thru the 

tubes by meirlnS of hair·T-1ke projection oy'cilia lA/hose beating 

act; on mai ntaI1'r1'S a lrnøst constant flow into th,;~ uterus, Once the 

ovum' enters the. tubes it takE;'$ iroti¡ 3 to 7 days before it reaches 

the uterus . Usually a female' is unahh~ to per'ceive ovulation" 

~i,//1;&1:

..... - --.---- -- -.--.- - --. -'_._ •• ~M~. _, .. _ _ ••. " •• , .~, ~ , •• --- __ ._ H __ • 

Mahopac 045 

rvlEDICINE and spread venereal disease,' he says, 

......... ~..._._..~...,._...__.- 

...__ ._"'~ ..... ~-~-------'- ..---.,-- •. ,- ...-- ..-...----.--- ..- ..-...~--,-,- ...--- ...-......::-, Tuba! pregrlancies are difûcuh to detect. 

'p~) 

í3 .,(0" y;~~(~, 

/,,/ÓccflSionally, t he embryo is dissol ved b y ¡h~~ 

p'.'''l~.' 'W'\\} ."1;'1ill ~. '~Ah

Mahopac 046 

\! ' 

It'is a muscular hollJW organ, situated in the pelvic cavity between 

the ur'¡ na ry bladde r a I1d the rectum, ;;J 

-_. 

!.,p) '.

Mahopac 047 

., ~,:' 

'I' 

r'lenatche - first IT12ntl'1l¿11eyelo C~vv

I~ , 

Mahopac 048 

Nøt to; lookatmq(rm 

I,.....,... /Ïrt..~,-.z~¿.~::) .~--,:>t....C:I-, ',¥ "'\""'~~1,~,::q?" 

F'tG)';t ,"l.iO'\I!ft'.I;;h h,all" "";; . ~.'¿/. ,:', // .:' 

'l-' ~Y.1 rÖ-cfr' c.¿,o.:::/) 

. .r- 

..~_'/ " 

""'Y g~fo\~' 

Not to tOHch grovlî;rlfJ.thinqs 

1/' 

",.-c"'1,../¢ 

f~I'otto loükatmt;mh~~.rs of oppes He sex 

¡·Ienstruation is a nor'Tlal healthy body funct"ion and therefore should 

in no way impair norm~l activities. 

Cervt x - - is thE neck of tile uterus that extends dO\'tn into the 

vagina. It is y'oundedand conical in shape - 1" length penetrated 

by the cerví ca l canel throuqh ,\'Jhich the fetus and mens trua 1 fl ui d 

escape .. Th1;;sa.rea, is hlghT,y prone to cancer and all females 

shout d havepfEr;odic' tes:ts calledt"pa:pUtests to rule out the 

presence of malignancy. 

',Vagi!1a -,.- is 3..4 II mus c ula t' :::,~.~.~, !~~9:ir)'0 from 

~¡l~f.§.r:yi~,.,_()J.._.th.é!,~"uteru$. 

t9. the external genitöl.i"d_, It is consid(~red atlpotential spacel! 

dn that unstimulat(;'~d, the~v211h of tlJe vag.ina ar'c: in direct contact 

\l/Hh one anothel'. These wan s howover , open ¡'Ihen s ometb í 

ng is 

introduc(.;d and they exte:r¡d Lix 5)( normaT size dudng ch'îldbirth. 

The walls of the vagin3 also adjust to the size of the penis durino 

intercoul'seand it adarts to any size penis. The va9ina is kept 

nois t by sect'etions fr-om the uterus ,'3.nddrop lets of mucoid mateY'Ïal 

fr-om the wa l ls of the Ilauina. 

Functi 

ons: 

1. FemaJf: (11"9èH10f i¡-)tØ¡Ac;'b:ürse 

2. PaSSa90\',:ay for' rnçnS1;Tu¡;¡lf1(l'\'J 

3,. Pas~;agc:v,'ôy for' ä¥'Y'ivin\j ¡f,a,lE: sperm 

4" Canal th rOLJS]hwhich baby is barn 

--~-,- tlf

Mahopac 049 

H;lfIiflC·t)- ... Thj,n 

....... ::l_•. _. '.~ i 

J)1emhrariE~ that stretches aCl"O$$ 

.Ór 

the open; nq of the 

vagina. It has a perforation thru \vhich.the menstrual flO'.'! leaves 

the vagina and the tampon Or' interne 1 protee ti oni s ; nserted. 

Absenc.e.,()Jf' hymen ts nqta s¡¡gn that tho female is not a ví rqin, 

ExternàlGerrîta1ia -,- Vulva. is broad term used to include all of 

_. ,;._.- .......,...:~ ......_. --- ..._- 

----_ ..... ' 

... ".'_1' 

the. externa l 

ocnitalii): 

La·fuia majaya; -- heavy fa 1ds. of ski n cover í 

ng the vagina . 

ka\:!¡¡iCl mi nor a ....- ~:¡ma'ller folds of skin found betl·reen the 

lla:/y:fa maj'ol"a. 

Clitoris -- smal ] cyl'indrféril projection betv!8en the 

laMi:! minora. Tids h supp 1ied with many 

blood vesse'ls and nerve endi ngs and 

r!ece~ves~.'Nd. transnlÍ ts SGxua.ls t imu l'j • 

Tlhis i'sthe most sensitive part of the: 

flf;rna 1e geni tal ia ~ 

ResouY'ces: 

Filrn - G 'j¡' l to l~oman 

Chart ~ Reprodu¿tiv8 system - FemalG 

Vocabulary 

list 

'If

___________ - ........ .r......u........ "....... -1------...-. 

~1""""" ""' •__ '"'1 

Mahopac 050 

AIDSUPDATE 

A decade after the first 

AIDS case appeared in the 

Unüeä States, researchers at 

the Gentersfor Disease 

Control admit they do not 

know whether AIDS will 

become wi(;le,~l)readin the 

Unued States among 

heterosexuals 'who are not 

intravenous 

d1~Ugusers, 

~"~'!!!' 

~.._--~.-._-_._-----~ .._._--_._._._--'-_ ....-_._-_ ,., ..._.-_.~--_...~-_.... 

.~_.-_._"- .._.""_ ..... ---"-----~¥_.._-~-_..__ .,---~-_._... - 

~. •__~~._. __• .. __-._ •.• _... __--~~~x:_'!.I!.!!.II!..!-!'ji5IZØ~ __._~•.IIII!'~~~!!!'l.~~,.~-'!!]'!.!-.,~-_'"!~J,._~~... 

Inside-Out Bags: 

A Self-Esteem Activity 

This actn-ity (ms subm itted I~)' 

S(II1-(~!,Cus!:lrnan, Cl health teacher 

at Falnwuth Middfe School in 

Fah/wu.th, i\lfaine. 

¡'Iave students bring grocery 

bags covered on tbc outside with 

magazine píctures that tcll all the 

good things about themselves. 

On the inside, have them paste 

pictures of things they have a 

jr,ndency to keep inside. 

When students share their 

"inside feelings," they learn that 

they are not alone-that others 

have thc same secrct l'cars anc! 

longings. 

--------~-------_ 

a 

.,.--- 

"._.-'" 

~\",,..., 

~,,: -~ -- 'I 

.",...._~Ih::= 

However, lab studies prc5¡entccllin June 

at the seventh Internatiol!iítl Confe::enœ 

on AJDSsh~)w that speci¡dJ.mj11l1fil~ 

system celts in.l.11qcouS 11li::mpl'lln.e ~I 

suchas,vagij)'î,Ü'wi\llS, are ¡:Ùgbly" •.. ' 

susœr:ittljI¿to 't1itAIJ)sv:¡6us:.trntJ l:this· 

discovery, itwastbángl1t thllt· ..' . 

heterosexual tran.srnfsslön depended on 

AIDS Awareness 

the presence of genital 

sores eir cuts, 

The AIDS·~I').k¡e111ic 

has moveclitt three 

waves in thelJnited 

States: homose.xual men, 

intravenous drug users, 

and recently, the sex 

partners of rv drug users 

and bisexual men. 

Heterosexual 

transmission represents 

iJ'Ppl'oximate1y 7% of all 

AIDS cases in the United 

States, th01;lgh In cities 

with epídemtcs of 

sexually tmns111ittecl 

diseases (SIDs), those numbers are 

much higher. 

TtiJ'Pl)ears that sores from 

otb:e1.'STDs, such as syphilis, may 

l 

,---,""-'''''.1 ~ 

~-~._----------._.~ 

ftlQj]ftåtethe entrance of the AIDS virus 

.\- . body. It is expected that 

1 .. ... Xluüsnmstlikely to becorne 

infeCted w~thAIDS are those whose life 

styles put them at rísk for äll STDs, 

!:!- ~~~~:!..!~~.~.~'~.~._-~' .!!~~.!..~~_~~~_~~~!.~_~_~~!!~. ~__~ 

iÑt"ll_I '~~î~~ ".' ...... _ ..... _ ...... _I... 

Ibis activity was subrnitted bJ' Terri Walls, a health teacher at Sparrous Point 

Hig/.? School in Baltimore, Maryland. It deals with the impact AIDS bas on 

el'el}' aspect (~la victim's life. 

First, issue each student 15 strips of paper. Next, ask them to arrange thc 

strips in í1ve groups of three an:! to write the following for each group: 

1. List three people whl) are important to you. 

2. List three important l'Oies you play. (Example, daughter, siste!') 

3. List three aCl:ivitiesyou enjoy, 

4. List three important material objects. 

5. List threc goals o!: expectations for the future. 

Have students put all the s':rips on their desks, thcn tell thcm they must givc 

up one froin each group that thcy can never have again. The studcnts "givc it up" 

by throwing strips intil a trash~an, Next, you the tcacher, acting as the AIDS 

virus, walk aroune! the class anJ take miscellaneous strips of paper from each 

group anel throw thent into the trash, leaving only one stlip of papcr per group. 

FoUowing this activity, stu:lents can discuss their reactions, You can point 

out that in the begiJulü1g, a pel'son might have a choice about which activities, 

people, jobs, etc. to givc up because of AIDS. Later, the individual may have no 

.L.-_~-~~--,,-.-_-~ 

choice or control. 

__ -._- 

.._---_.------------~--~.._-. --------------------------y-"6-- 

----.--...l

Mahopac 051 

25 THINGS YOU SHOULD KNOW 

BEFORE YOU DECIDE TO HAVE SEX 

1. A woman CAN get pregnant during her period. 

2. One out of every 4 adults has a STD. 

3. Having an STO such as herpes or syphilis can 

increase your risk of becoming infected with HIV. 

4. Hepatitis B is 100 times more infectious than HIV. 

5. Many people who have AIDS in their thirties 

became infected in their twenties. 

6. NOT HAVING SEX IS YOUR BEST 

PROTECTION AGAINST STD'S, HIV, AND 

UNPLANNED PREGNANCY. 

7. One out of 20 people in this country will get 

Hepatitis B at some time in their life. 

8. If you are drinking or using drugs, you are less 

likely to use any form of protection. 

Sl

Mahopac 052 



9. Withdrawal doesn't work; you can still get 

pregnant. (80% do each year with this method) 

10. It only takes one drop of semen to get pregnant. 

11. It only takes one drop if HIV to get the virus. 

12. Three million new cases of Chlamydia are 

reported each year; the highest rates are among 

women aged 15-19. 

13. You can have a STO and not know it and your 

partner can have one and not know it too. 

14. 

You can get the same STO over and over again 

and you can have 2 or more STO's at the same 

time. 

i 

i 

15. Both you and your partner(s) have to be treated 

if one of you is treated with and STD. 

fl..

Mahopac 053 



16. Chlamydia is the most common STD. 

17. Some STD's, if not treated, can make you 

sterile - both guys and girls. 

18. You can be infected with HIV for 10 years or 

more before you have symptoms. 

19. YOU CAN'T TELL BY LOOKING AT 

SOMEONE IF HE/SHE HAS HIV. 

20. HIV is passed from one person to another 

through semen, blood, vaginal fluids and breast 

milk. 

21. REMEMBER - anyone can get HIV. It's not 

who you are but what you do that puts you at 

risk. 

22. Having unprotected sex and sharing needles 

are the most common ways to get HIV. 

{"J

Mahopac 054 



23. When you have sex with someone, it's like 

having sex with all of their partners, and all of 

their partners' partners! 

24. Some STD's can also be passed through 

kissing and intimate touching. 

25. Some of the most common STD's are 

Chlamydia, herpes, genital warts, gonorrhea, 

syphilis, Hepatitis B and HIVand if not treated 

can cause serious health problems. 

Westchester County Health Department 

STO Clinics: 

All services are FREE and CONFIDENTIAL 

White Plains Clinic 914-995-5800 

New Rochelle Clinic 914-541-2437 

Yonkers Clinic 914-227-8922 

jt.¡

I' 

Mahopac 055 



• CDC National AIDS Hotline: 1-800-342-2437 

• New York State AIDS Hotline: 1-800-541-2437 

• CDC National STO Hotline: 1-800-227-8922 

• Always remember: 

Put yourself 

first. 

You deserve to be safe. 

It's up to you to make sure you don't 

infected! 

get 

)~j'-

Mahopac 056 

¡ii ;1/ 

r: 

"" ) 

REDUCING 

·THE RISK 

BUILDING SKILLS 

TO PREVENT 

PREGNANCY 

(_ 1, 

,"." 

r. 

l' 

. 

STD & HIV 

SECOND EDITION 

RICHARD P. BARTH, MSW, PHD 

ETR ASSOCIATES 

/" Santa Cruz, California 

~,,,.J 1993 

'§'.' 

... < 

j'Cp

Mahopac 057 

ETR Associates (Education, Training and Research) is a nonprofit organization 

committed to fostering the health, well-being and cultural diversity of 

individuals, families, schools and communities. The publishing program of 

ETR Associates provides books and materials that empower young people 

and adults with the skills to make positive health choices. We invite health 

professionals to learn more about our high-quality publishing, training and 

research programs by contacting us atP.O. Box 1830, Santa Cruz, CA 95061- 

1830. 

© 1989 by ETR Associates. Second edition © 1993. All rights reserved. 

Published by ETR Associates, P.O. Box 1830, Santa Cruz, CA 95061-1830, 

1-800-321-4407. 

Printed in the United States of America 

109876543 

Cover design: Cliff Warner 

Title No. 359 

Library of Congress Cataloging-in-Publication Data 

() 

' ..... 

Barth, Richard P., 1952- 

Reducing the risk: building skills to prevent pregnancy, STD, & HIV 

/ Richard P. Barth. -2nd ed. 

p. cm. 

Includes bibliographical references. 

ISBN 1-56071-147-7 

1. Sex instruction-United States-Curricula. 2. Birth control- 

Study and teaching (Secondary)--United States. 3. Sexual abstinence- 

Study and teaching (Secondary)--United States. 4. Teenage pregnancy-Prevention-Study 

and teaching (Secondary)--United States. 

5. HIV infections-Prevention-Study and teaching (Secondaryj=- 

United States. L Title. 

HQ57.5.A3B27 1993 

613.9'071'2----

Mahopac 058 

"..-- 

----.-_ ..- 

,'., 

( 

" -,.. 'I 

DEDICATION 

To James Richard Barth and Catrina Lynn Barth with the hope that efforts 

like this will help make their adolescent years safer, more responsible, 

and happier. 

(" 

\"".-J 

" 

(' 

".~ ,o, •• ' 'g 

-' 

!'o

Mahopac 059 

PUBLISHER'S NOTE 

(.' 

r~'- -. 

t. 

\" ..) 

The major focus of Reducing the Risk: Building Skills to Prevent 

Pregnancy, STD and RN (Second Edition) is the practice of communication 

skills to prevent pregnancy and the transmission of HIV. A primary goal of 

prevention efforts with teens is to educate them to change risk behaviors and 

to practice behaviors that eliminate or reduce the risk of pregnancy or HIV 

infection. 

Reducing the Risk was developed with the specific intent of influencing 

adolescent sexual and drug behaviors. This cuniculum is designed to be 

embedded in the context of a comprehensive family life or health education 

program and is particularly appropriate in communities where there are high 

rates of teen pregnancy, drug use and sexually transmitted diseases. 

Some of the material in this publication is controversial due to the nature 

of the subject matter covered. The laws relating to teaching sensitive topics 

in the classroom vary throughout the country and will have an effect on what 

may be taught and how it is presented. We recommend that teachers 

understand and apply district policies and state mandates and obtain parent, 

school board and administrative support before using the material. We also 

encourage teachers to adapt the dialogue of the role plays to make them more 

culturally and/or regionally appropriate. 

) 

f'(

Mahopac 060 

CONTENTS 

." 

( 

" ',,,' 

, 

i 

Foreword 

Preface and Acknowledgments 

ix 

xi 

l' ..·· 

il 

." .... ) 

Introduction 1 

Prior to Class 1: Initiating Reducing the Risk 5 

Class 1: Abstinence, Sex and Protection-Pregnancy Prevention Emphasis 11 

Alternate Class 1: Abstinence, Sex and Protection-HIV Prevention Emphasis 25 

Class 2: Abstinence: Not Having Sex 37 

Class 3: Refusals 49 

Class 4: Using Refusal Skills 69 

Class 5: Delaying Tactics ·· ·..··..·..· 81 

Class 6: Avoiding High-Risk Situations 93 

Class 7: Getting and Using Protection-I 105 

Class 8: Getting and Using Protection+-Il 115 

Class 9: Knowing and Talking About Protection: Skills Integration-I 131 

Class 10: Skills Integration-II 141 

Class 11: Skills Integration-III 155 

Class 12: Preventing HIVand Other STD 163 

Class 13: HIV Risk Behaviors 173 

Class 14: Implementing Protection from STD and Pregnancy 181 

Class 15: Sticking with Abstinence and Protection 187 

Class 16: Skills Integration-IV 195 

References 207 

"". 

( 

'\,. 

) 

_.!H**iIJtMI.iii.iiMf 

I'MmWl_.· 

ço

Mahopac 061 

...------------------------- ......... l-r"'M-·-o' __ 

·...,):U....w'''''' ........ ~__'''' ...~&Y4!J. 

(,... 

J 

FOREWORD 

(' 

, ) 

Since the mid-1970s when this country's concern about teenage pregnancy became 

heightened, there has been a search for sexuality education programs to reduce behaviors 

that place youth at risk of pregnancy. Since the mid-1980s, when concern about AIDS and 

HIV became heightened, there has also been a search for AIDS education programs that 

reduce behaviors which may transmit HIV. 

Hundreds of sex education and AIDS education curricula have been developed and 

implemented injunior and senior high schools during the last 15 years or so. Unfortunately, 

most of these curricula have not been evaluated, or when they have been evaluated, the 

results have indicated that the curricula did not significantly reduce unprotected intercourse. 

Only a few curricula have been well evaluated and have been found to significantly 

reduce unprotected intercourse. The Reducing the Risk curriculum is .one of them. 

The Reducing the Risk curriculum is based upon several interrelated theories-social 

learning theory, social inoculation theory and cognitive-behavioral theory. The curriculum 

is designed to enhance skills to resist unprotected sex by modeling those skills and then 

providing opportunities for practice. It emphasizes explicit norms against unprotected sex 

by continually reinforcing the message that youth should avoid unprotected intercourse, 

that the best way to do this is to abstain from sex, and that if youth do not abstain from 

sex, they should use contraceptives to guard against pregnancy and against sexually 

transmitted disease (STD), especially the human immunodeficiency virus (HIV). 

The Reducing the Risk curriculum is one of the most rigorously evaluated sexuality 

education curricula. * The evaluation employed such methodological advances as large 

sample sizes, good comparison groups and long-term follow-up. In 13 high schools 

dispersed throughout California, 46 classrooms were assigned to program and comparison 

groups. Questionnaires measuring knowledge, peer norms, behavioral intentions, sexual 

and contraceptive behaviors and parent/child communication were administered to these 

students before the curriculum was implemented, immediately after the curriculum was 

" 

( .) 

* "Reducing the Risk: Impact of a New Curriculum on Sexual Risk-Taking," coauthored by Douglas Kirby, 

Richard Barth, Nancy Leland and Joyce Ferro, Family Planning Perspectives 23 (6): 253-263. 

IX 

øl

Mahopac 062 

implemented, 

about 6 months later and about 18 months later. A total of7 58 students were 

tracked for 18 months. 

Results indicated that among all youth the curriculum significantly increased knowledge 

and that students retained this greater knowledge for at least 18 months. 

One of the goals of this norm- and skills-based curriculum was to change norms about 

unprotected sex and to change the students' perceptions that "everyone is doing it." The 

Reducing the Risk curriculum did not seem to diminish the perceived proportions of 

students their age who had ever had sex, but the curriculum apparently prevented those 

perceptions from becoming worse over time. 

The curriculum increased parent/child communication about abstinence and contraception. 

According to both students and parents, the curriculum also made this communication 

easier. About one-fourth ofthe sampled parents indicated that this was the first time 

they had discussed these topics with their children. 

Among students who had not initiated intercourse prior to the pre-test, the curriculum 

significantly reduced the onset of intercourse at 18 months-the proportional reduction 

was 24 percent. Among those relatively few students who did initiate intercourse after the 

curriculum was implemented, larger percentages of the program group than of the 

comparison group used contraceptives. Thus, an analysis of measures of unprotected 

intercourse (derived from both abstinence and use of contraceptives) revealed that the 

curriculum significantly reduced unprotected intercourse among all students who had not 

initiated intercourse at pre-test-the estimated proportional reduction was 40 percent. 

These effects of the curriculum extended across a variety of subgroups including different 

ethnic groups, both sexes, and lower- and higher-risk youth, but the curriculum was 

particularly effective for lower-risk and female students. 

The curriculum did not significantly affect the frequency of sexual intercourse or the 

use of birth control among those who had initiated intercourse prior to receiving the 

curriculum. This lack of impact may be due to the fact that it is much more difficult to 

change patterns of behaviors after they are more well established. This suggests that 

whenever possible the curriculum should be implemented in schools before most youth 

initiate intercourse. 

Overall, these results are particularly impressive given that most of the students in the 

comparison group received a more traditional sex education course of the same length. 

Thus, these data suggest that a sex education curriculum based upon this theoretical model 

and employing these actívities is more effective at producing the desired changes than are 

more traditional curricula. 

In sum, although this curriculum is not a total solution to the problems of unprotected 

intercourse, it can be an effective component of a more comprehensive program. 

() 

DOUGLAS KIRBY, PHD 

RESEARCH DIRECTOR, ETR ASSOCIATES 

x 

(,í 

~

Mahopac 063 

PREFACEAND 

ACKNOWLEDGMENTS 

( ,...) 

(" . 

" '...." . ) 

) 

The risks of unprotected sexual intercourse grow greater every day for adolescents. 

The great personal upheaval that adolescent pregnancy causes is dwarfed by the implications 

of becoming HIV -infected. Adolescents are among the groups with the greatest 

growth in the risk of becoming HIV -infected. The likelihood of heterosexual transmission 

of HIV is approaching that of homosexual transmission of HIV. 

Young people usually want to avoid pregnancy and HIV infection. The ways to do 

this are to abstain from sex or to use condoms and foam consistently and effectively. 

Many youth will be most comfortable abstaining from sex-this curriculum teaches 

them what they need to know and do to abstain. Other youth will risk pregnancy and HIV 

unless they protect themselves. To abstain or protect themselves, teens must not only 

know the risk of pregnancy and HIV but what to do to abstain or protect themselves and 

how to manage social situations so that they can. 

The need for an effective program to delay sexual activity and prevent pregnancy 

and HIV infection has never been greater. More than half of America's high school 

students report having sexual intercourse by the end of the 12th grade (Hofferth, Kahn 

and Baldwin 1987). One out of every ten women ages 15 to 19 in the United States 

becomes pregnant each year (Trussell 1988). Parents increasingly appreciate the need for 

schools to teach their children ways to prevent pregnancy and sexually transmitted 

disease, including HIY. In a recent Louis Harris poll (Harris 1988), 95 percent of adults 

indicated that teenage pregnancy is a serious problem and 89 percent favored sex education 

in the schools. A full 73 percent supported making birth control information and 

contraceptives available in school clinics. (The percentage of adults who would support 

providing abstinence and birth control information, as this curriculum does, is certain to 

be far higher.) Of course, these parents and many more also want their children to know 

that abstinence is the only completely safe form of pregnancy and HIV prevention and to 

know what to do to avoid sex. 

XI 

rp,

Mahopac 064 

¡Ile author recognizes that HIV infection and pregnancies are not prevented only by 

increasing adolescents' knowledge and skill in avoiding or effectively handling peer 

situations that might otherwise involve unprotected sex. Serious prevention efforts are 

comprehensive and include increasing opportunities for communication between student 

and parent and students and school personnel. They involve enhanced health care, extra- .r..': 

curricular activities, and jobs and careers that present compelling alternatives to riske :; 

taking and early parenthood. Whereas this curriculum is a good complement to such "»/ 

school, church and community activities, it is certainly not a substitute for them. 

Research (Trussell 1988) indicates that many youth engage in risky sexual behavior 

because they do not know how to prevent pregnancy, they do not anticipate the need for 

birth control because they don't expect to have sex, or they don't have the skill to use 

protection. This curriculum hits both of these reasons head on. Much time is spent 

clarifying what one needs to know to prevent pregnancy and HIV infection and how to 

identify the signs that a sexual encounter might occur. Youth who complete this curriculum 

should be neither ignorant about nor surprised by sex. They're not likely to get 

pregnant or become HIV -infected because they have never had practice telling someone 

they do not want sex. They won't have sex because it is easier to do than to talk about. 

The educational basis for Reducing the Risk: Building Skills to Prevent Pregnancy, 

STD and HIV asserts that learning follows from action. This curriculum requires active 

student participation in role-play situations that simulate those they are likely to confront 

outside the classroom. Students will be better prepared for such encounters after practice 

and rehearsal with difficult situations. Homework provides students the opportunity to 

interview their parents or guardians about their attitudes regarding abstinence and sexuality, 

visit stores or clinics that sell or provide condoms and other protection, and anticipate 

situations that might lead to pregnancy or HIV infection. Through the activities in 

this curriculum, students obtain information and practice, with interpersonal skills to 

keep from becoming pregnant or HIV-infected. Less active approaches to sexuality,,'''''''' 

education have had little success in reducing unplanned adolescent pregnancies (Stout (, 1 

.'" ~. 

and Rivara 1989). This approach follows a more promising model that combines cognitive 

and social skill training (Barth 1986; Barth, Middleton and Wagman 1989; Gilchrist 

and Schinke 1983). 

The evidence about the effectiveness of this approach for preventing pregnancy is 

reviewed in Doug Kirby's foreword and argues for its continued use and development. 

This second edition expands on the first edition by augmenting the material on 

preventing HIV infection. Two additional class sessions have been added to further 

emphasize HIV prevention. Each has new exercises and handouts based on the, same 

strategies that proved effective in reducing the risk of pregnancy. All material about birth 

control has also been revised in keeping with the latest research. 

In addition, most role plays have been modified so that the format does not exclude 

the possibility that persons of the same sex might be going out together. This increases 

the ease of using the role plays (it is no longer necessary to have a male and female 

version for each role play) and also helps prepare youth to abstain from sex or protect 

against HIV infection in same-sex situations. At the same time, I have worked very hard 

to ensure that the curriculum is always appropriate for its main audience-youth at risk 

of pregnancy and heterosexual HIV transmission. In all, the revised edition is two sessions 

longer than the first edition. 

xii 

( 

" 

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Mahopac 065 

c,' { 

(, ) 

(" 

" 

'",' .:1 

J 

The Second Edition of Reducing the Risk focuses on increasing information about 

HIV. I want to acknowledge Dale Zevin, MA, for her work as the curriculum writer for 

this edition. Julie Taylor and Duane Wilkerson of ETR Associates and Janet L. Stanley, 

family life and sexuality consultant and training specialist, assisted in the revision with 

their useful reviews. Staff at the U.S. Centers for Disease Control also reviewed drafts 

and provided direction for the revision. Doug Kirby provided a foreword that describes 

the research. These people, along with the Publishing Division staff of ETR Associates, 

made it possible to provide a timely release for this edition. Their efforts are greatly 

appreciated. 

Parts of this manual are adapted from ETR Associates' excellent sexuality and 

health education curricula, including Sex Education: Teacher's Guide and Resource 

Manual (Bignell 1982), Saying No to Alcohol (Abbey and Wagman 1987), and Teaching 

AIDS (Quackenbush and Sargent 1988). The development was primarily funded by a 

grant from the Stuart Foundations. 

I want to acknowledge the contributions to this curriculum of Michelle Barrett, Kay 

Clark, Rebecca Dominy, Don Eggleston, Lew Gilchrist, Sharon Ikami, Hene Kelly, 

Sarah Lamb, Nancy Leland, Susan Marsh, Norma Riccobuono, Jane Robles, John 

Rodriguez, Evelyn Schwall and Lance Sprague. Ellen Wagman kept this idea alive until 

it could be tried in the way it deserves. Sandy Ludlow's commitment to this project held 

up under severe tests. Their ideas, time, suggestions and support were often andgraciously 

given and I hope their faith and courage are rewarded. Nancy Abbey, Kathleen 

Middleton and Mary Nelson devoted untold hours of their awesome talent to the developing, 

pilot testing, and revising of this curriculum. Without them it would be twice as 

long and half as useful. They have my lasting gratitude. Nancy Leland, Joyce Fetro and 

Kevin Volkan observed classes hither and yon and provided invaluable commentary. 

The pilot teachers also provided astute observations and suggestions despite their hectic 

schedules. I am especially grateful to the Stuart Foundations for support of this project, 

and to Ted Lobman for his enthusiasm and ideas. His vision and energy are inspiring and 

sustaining. 

Careful research on this curriculum contributes to our confidence in its appeal and 

usefulness. Claire Brindis, Joyce Fetro, Lew Gilchrist, Doug Kirby, Nancy Leland and 

Kevin Volkan have made the kind of creative and informed contributions to the evaluation 

that are every practitioner-scientist-author's dream. The evaluation of the 

curricul um' s impact also received critical support from the William and Flora 

Hewlett Foundation and Grant S07-RR07006-22 awarded by the Bio-Medical Research 

Support Grant Program Division of the National Institute of Health. 

An Advisory Committee of school administrators, school board members, teachers 

and parents offered valuable suggestions and assistance in the writing of the first edition 

of this curriculum. These talented professionals are listed below. 

/T'~' " 

) 

xiii 

.:~ o, o' o • :' o. o: '. :. :;:"":. ~ ": .,::- X'" ~'" ~ :?':~,::.~:.:.:;-,~~,;:~: ;.!. ·~;!:·: ..{·.:~>i~;:~:~;, ::~'.::..: ....:,..: ~.:~-,__ 

:':.

Mahopac 066 

Ms. Barbara Bissell 

Nursing Services 

San Mateo County Office of Education 

Redwood City, California 

ADVISORY COMMITTEE 

MEMBERS 

Dr. Claire Brindis 

Institute of Health Policy Studies 

University of California 

San Francisco, California 

,~~, 

( ' ï 

, j 

",.,Ji 

Ms. Pat Carson 

Parent Education Commission 

California Parent Teachers Association 

Quincy, California 

Ms. Elvira Dundy 

Principal 

Wilson High School 

San Francisco Unified School District 


Rev. Marilyn Erickson 

Associate Director 

Planned Parenthood Affiliates of 

California 

Sacramento, California 

Ms. Pat Hillman 

School Board Member 

Tulare Unified School District 

Visalia, California 

Ms. Gloria Joe 

Teacher 

Abraham Lincoln High School 

San Francisco Unified School District 


Ms. Margaret Philipps 

Vice President - Parent Education 

California Parent Teachers Association 

Walnut Creek, California 

Ms. Jacqui Smith 

Nutritional Education Specialist 

California Department of Education 


Ms. Gay Veeh 

Teacher 

Capistrano Unified School District 

San Juan Capistrano, California 

Ms. Yvonne Willis-Ash 

Teacher 

Castlemont Senior High School 

Oakland Unified School District 

Oakland, California 

Ms. Janice Cobb 

Teacher 

Roosevelt High School 

Fresno Unified School District 

Fresno, California 

Ms. Alice Encinas 

Teacher 

Roosevelt High School 

Fresno Unified School District 

Fresno, California 

Mr. Ken Farlow 

Principal 

La Paloma High School 

Liberty Union High School District 

Brentwood, California 

Dr. Pat Ibanez 

Teacher 

Capistrano Unified School District 

San Juan Capistrano, California 

Mr. Jim Johnson 

Superintendent 

Anderson Valley Unified School District 

Boonville, California 

Ms. Maria Reza 

Coordinator 

School Based Health Clinics 

Los Angeles Unified School District 

Los Angeles, California 

Ms. Susan Varner 

Consultant 

Family Health Services 


Ms. Beverly White 

Program Officer 

S.H. Cowell Foundation 


.>: 

" 

( ) 

-v., 

xiv 

While the author seriously considered all inputfrom this group, involvement in the Advisory Committee 

does not necessarily constitute an endorsement of the curriculum. The author is so/ely responsible for 

ils content. 

( 

" 

\ 

Coh

Mahopac 067 

'-""--- 

( 

" ' .... I 

INTRODUCTION 

C"., 

' ..... 

Î 

Major 

Concepts 

Three major program concepts provide the foundation for this curriculum: . 

1. Abstaining from sexual activity or refusing unprotected sexual intercourse are the 

only responsible alternatives for teenagers. 

2. Correct information about pregnancy, protection, and sexually transmitted disease 

(STD), including transmission of the human immunodeficiency virus (HIV), is 

essential for responsible sexual behavior. 

3. Effective communication skills about abstinence and refusal skills related to unprotected 

sexual intercourse contribute to responsible sexual behavior. 

Program Objectives 

As a result of participating in classes that use this curriculum, students will be able to: 

1. evaluate the risks and lasting consequences of becoming an adolescent parent or 

becoming infected with HIV or another STD. 

2. recognize that abstaining from sexual activity or using contraception are the only 

ways to avoid pregnancy, HIV infection and other STDs. 

, 3. conclude that factual information about conception and protection is essential for 

avoiding teenage pregnancy, HIV infection and other STDs; and 

4. demonstrate effective communication skills for remaining abstinent and for avoiding 

unprotected sexual intercourse. 

.:: 

:' 

t ) 

Information 

Although information alone does not keep young people from having sex, becoming 

infected with HIVar getting pregnant, accurate information about the consequences 

~7

Mahopac 068 

of unprotected sex may strengthen a youth's resolve not to have sex or not to have it 

without protection. Knowing that many of their peers do not have sex also helps youth 

understand they have the option to abstain. 

In order for information to influence decisions, students must understand that the ..»> 

information is about them. Students complete several activities that bring the implica-l ') 

tians of becoming a teenage parent or becoming HIV-infected down to their daily lives .": ,' 

Students also describe their own reasons for abstaining from sex or using protection. 

They discuss these reasons with parents or guardians and they practice stating their 

opinion during role plays, class activities and discussions, and homework assignments. 

Social Skills 

The greatest emphasis of Reducing the Risk is teaching students the interpersonal or 

social skills they can use to abstain or protect. No judgment is made about which of these 

responses is best. Rather, students learn that they must consult with their parentes) and 

their consciences to decide what to do. The curriculum provides ideas, skills and practice 

to do it effectively. The key skills are: 

Refusal statements--responses that clearly say no in a manner that doesn't jeepardize 

a good relationship but which leaves no ambiguity about the intent not to have 

sex or unprotected sex. 

Delay statements and alternative actions-ways to avoid a situation or delay 

acting until the person has time to decide what to do or say or until she or he is more 

prepared to implement a decision. These are incompatible with impulsive and unprotected 

sex. 

I 

\ 

" 

I 

I! 

Ii 

I 

II 

11 

I 

I I 

All skills are first explained and demonstrated by the teacher and then practiced by 

the students in role plays. 

2 

How the Curriculum Was Developed 

The curriculum does not assume that youth have sex primarily because someone 

else pressures them into it by intimidation or suggesting they will be considered inadequate 

if they abstain. Our interviews and focus groups with young people quickly 

countered this simple notion. The pressures to try sex are internal as well as external and 

stem from pervasive familial and social messages that it is good to try new things, to be 

curious about the world, and to pursue meaningful loving relationships. This curriculum 

recognizes the value of these desires but helps students learn skills to prevent such 

influences from leading to pregnancy or HIV infection or both. 

The curriculum has four major influences. The first is the adolescent pregnancy 

social skills training strategies developed by Lewayne Gilchrist, Steven Paul Schinke 

and their colleagues (whom the author counts himself lucky to be among) in the early 

1980s. References to their creative and seminal work are listed at the end of the book. 

The curriculum also draws on the author's more recent work on social and cognitive 

(, 

, 

'"' 

(pr

Mahopac 069 

(, ) 

skills training (Barth 1986) and coping with adolescent-relationships (Barth, Schinke and 

Max well 1985) and high school family life education programs (Barth and Derezotes 

1990). Finally, ETR Associates' experience with developing curricula for sexuality education 

has clarified many elements of a successful curriculum. 

Reactions from teenagers have been critical to testing the assumptions and specifics 

of the curriculum. First, four multi-racial focus groups of tenth graders in urban, suburban 

and rural communities were questioned about ways to make the exercises more 

fitting and effective. These groups also generated ideas for new activities. Information 

gleaned from these teen consultants is incorporated into all aspects of the curriculum: the 

vignettes, role plays, classroom activities and homework assignments. 

The first version of the curriculum was then pilot tested by a total of six ETR 

Associates staff and teachers in five diverse schools. The settings included two continuation 

(alternative education) school classes, an English as a Second Language class, and 

classes in suburban, rural and inner city schools. Every class was observed in at least 

three different schools. Extensive revisions were completed following this pilot-testing. 

The revised curriculum was then implemented in 19 classrooms situated in 13 school 

districts spread across California from a few miles south of Oregon to the edge of the 

Mexican border. Few, if any, programs to prevent pregnancy have undergone such 

meticulous development. The seriousness of this topic deserves no less. 

("" 

\"~¥",I 

How to Use This 

Curriculum 

Each class includes a synopsis of activities and the approximate time required for each 

activity, materials needed, detailed steps for leading each activity, student worksheets 

and handouts, role play scripts, teacher references and homework assignments. There are 

two options for Class 1: "Class 1" focuses on pregnancy prevention; "Alternate Class 1" 

focuses on prevention of HIV infection. 

The classes are designed for 45-minute periods; however, most can be expanded to 

fill two periods by increasing practice time and providing more time for discussion and 

disclosure. Students may initially be hesitant about the expectations for role play performance, 

but they soon begin to enjoy those opportunities and use them to great advantage. 

Productive use of the curriculum insists that teachers continue to encourage students to 

practice their interpersonal skills in role plays. As an old saying goes, "You are what you 

pretend to be." The more students pretend to effectively say no to sex or to plan to use 

protection, the more likely it is that they will act that way outside the classroom. 

I' 

) 

Parent Notification and Permission 

Informed consent is a critical ethical issue in the implementation of Reducing the Risk. 

Students participating in the program must be aware of what is involved and their 

. ~parents must know, in detail, the curriculum content and process and grant perm isvr 

sian for their child to participate. 

The recommended steps for parent notification and permission are covered in detail 

in the section Prior to Class I on page 7. 

3 

- 

t¿f

Mahopac 070 

Follow District Guidelines 

Before teaching this unit the teacher must be certain the program concepts, objectives 

and approach are within district guidelines and have the full support of the administra-("""') 

tion, the school board and parents whose children are enrolled in the class. \,..,,/ 

4 

( " 

'\ 71/

Mahopac 071 

( 

P R lOR 

TO 

INITIATING REDUCING THE RISK 

('" \ 

-"h '; 

SYNOPSIS 

Reducing the Risk is designed to be incorporated into a broader family 

life education program. Before initiating the unit, ground rules for 

classroom discussion must be established and parent notification and 

permission for student participation accomplished. Procedures for both 

are outlined. 

PREPARATION 

• Decide how ground rules are going to be presented to students. As 

necessary, list ground rules on butcher paper for posting, and/or 

make

Mahopac 072 

TIMELINE I_A_cti~vity=---11__ Tim_e_1 I_S_ch_ed_ule----l1 

Ground Rules 

15 minutes class 

time 

At least ane day prior 

to Lesson 1 

/'- ") 

Í, , 

l" •• ,.' 

Parent Permission 

10-20 minutes class 

time 

At least 2 weeks 

prior to any lessons 

about sexuality 

Ground Rules for Classroom Discussion 

To accomplish the goals of this program, students need to feel free to 

talk about sexuality, birth control and protection from sexually transmitted 

disease. It is not always easy for students to do so. To create 

the atmosphere of trust and comfort in which sufficiently detailed 

discussions can take place, ground rules for classroom discussion 

should be established. 

One option for establishing ground rules is to use the Guiding Principles 

or Ground Rules suggested in this section. These can be posted 

on the chalkboard or bulletin board and/or copied for each student. 

", 

" 

Another method is to elicit the ground rules from students using the 

( \ I 

I 

Socratic method: .... 

• Ask students to suggest reasons why people might be afraid to 

speak up in a class that deals with sexuality. Draw such reasons as 

embarrassment, fear of what others would think, not knowing correct 

words or terms, appearing to know too much, looking dumb, 

I 

etc. (Note: keep the discussion in terms of other people's fears to 

allow freer discussion.) List these fears on the board. 

• When a reasonable list has beoenmade, ask students for ground 

rules that would make it more comfortable for everyone to speak 

freely. 

• Generate a list that includes the following: 

Guiding 

Principles or Ground Rules 

l .Everyone has the "right to remain silent" about any thoughts and 

actions he or she wishes to keep private. 

! 

2. Every question is a good question; every comment is worthy of 

consideration. Questions indicate a desire to learn or to confirm 

what you suspect. Students who ask the most questions will also 

Jearn the most. { 

6 

7,('

Mahopac 073 

( 

.. ./ 

3. Teasing, putting down or talking about other class members' comments 

inside or outside of the classroom is rude and will not be 

allowed . 

4. The teacher will respect the above confidentiality ground rule as 

well, except when she/he is required by law to disclose information 

(for example, when a student gives reason to suspect sexual 

abuse). Confidentiality cannot be maintained if what is shared is 

illegal or dangerous to you or other students (for example, if a 

student confides that he or she is using heroin at school). 

5. If you or people you know have a concern, complaint or question 

about the class, discuss it with the teacher as soon as possible. 

6. When you discuss the issues raised in class with parents, give an 

accurate accounting of what the class is about. Try to give specific 

examples and do not sensationalize . 

( .. l 

.7. Role plays can be informative and fun if treated seriously in class 

and forgotten after class. Because role plays are based on a fictional 

situation, students may say things in the role play that they 

would not say otherwise. Nothing said in a role play should be 

considered to indicate an interest in having a relationship or sex. 

/ 

) 

.Steps for Parent Notification 

and Permission 

Informed consent is a critical ethical issue in the implementation of 

Reducing the Risk. It is essential that parents know the content and 

process and grant permission for their child to participate. 

Four steps are recommended: 

l .Announce Reducing the Risk in the semester prior to implementation. 

a. The announcement should be included in a standard form of 

communication by the principal to the parents. 

b. The announcement should clarify that this is primarily a new 

approach to teaching family life education as opposed to a 

new curriculum. 

7 

75

Mahopac 074 

"! ~." ,,' '- 

c, Thl' 1I1l1\\)lIncement should expresds tHIVhe p~rpose of the curriculUI\I: 

III rcduce teen pregnancy an mfection by teaching 

, , 'I' 'II sk ilis to successfully result in behavior that will prevent 

~"I... ' 

:\11 lIlIWIllilCd and unprotected sexual encounter. 

I Th~' illUI\lIIlICClllentshould precede registration so parents and 

a, ~1\ldl'IIts will be aware of a change in the family life education 

() 

\ ,.~ ~J 

\.'~\lIrSl', 

~ "lUdeIlts rqdstcrcd for the Reducing the Risk class should receive 

-' ~ kIl,'\, ¡III\ll'\lIillg them and their parents of the process and conrent 

,'fllw 

pl'\lgram, The letter should: 

...,l., ' '1'1111.' ill detail the content of the curriculum; 

\.,.... ".r\.. ~\ 

L..." ill t\\Il1 I plIrt'nts that they may view the full curriculum at the 

,hstri,'t/hi~h 

school office; and 

,-_,ilh'\lnk .1pennission slip for parental approval or denial of 

~",'rlllissil'l\ tu participate. 

~ "'I\'S,'II(,I(lI'1\ shl)uld be made to students that emphasizes the 

'- " t 'It 11\\'" 1'1' pall'l1t notification and permission. 

H1~t' ' 

,--:. r,\.pl;\11\that the school officials and teachers feel strongly that 

t\,\I\'I\(S h:\\'C a right to know and make decisions about their 

~"I\s' :IIIddaughters' 

education. 

,'_._' 

,\ 

( ; 

" " 

,~ ~\I~~"~( th;1I their parents are people who are very concerned 

'- ' :\h."I·I! (tWill as individuals. 

j 

:j 

I 

'l 1 

~I 

"l \ 

d 

'-o ,",,~ ~(\\di.'lIts to think about what concerns and questions par- 

;:\(S I\,,~ht ha\'e about sexuality education (e.g., what will be 

:'.H\~l\1. \\ dllhey teach views consistent with mine, who's the 

:-;".\~'I1\.'r. \\ illlhis information encourage my child to be sexu- 

,:1, 'h'lI\ ,

Mahopac 075 

Prepare for the Class 8 "Visit or 

Call a Clinic" Assignment 

In Class 8, students will be given an assignment to visit or call a 

clinic. At this time, read the Class 8 section to determine the possible 

options for this assignment. Well before Class 8 you should begin to 

learn more about local clinics. To facilitate students' visit to a clinicwhich 

may be the most important single element in the entire curriculum-you 

will need to know: 

1. what clinics in your community are available to handle the students 

who wish to visit; 

2. what the clinics' guidelines are regarding the number of students 

who can visit at a time; 

3. whether appointments are needed prior to visits; 

4. how many total students they can serve; and 

5. the best times to call or answer questions. 

( '" .. -) 

Individual visits to the clinic are the most effective for enhancing 

students' ability to attend a clinic. At some future date if they want 

birth control or protection, other arrangements can also increase their 

comfort with going to a clinic. These arrangements, as described in 

Class 8, are field trips and speakers. If visits to a clinic are not feasible, 

then one or both of the latter arrangements must be developed 

before Class 8. 

(f"'· -. 

\ ) 

Using Role Plays 

This curriculum moves to the beat of "practice, practice, practice." 

Students get considerable experience talking to their peers in order to 

learn to manage situations that might otherwise lead to unprotected 

sex. Because such situations are, in real space and time, more highly 

charged than they are in the classroom, students must overlearn ways 

to handle themselves. If they complete the curriculum and are still 

tentative about what to say and do, then their chances of being clear 

and forceful in the throes of romance are not great. Some students and 

classes see each role playas a new challenge, which is how it was 

designed. The role plays become more challenging för students as the 

lessons progress. Others see them each as the same, and after a few 

role plays their interest ebbs. The practice is more important than the 

way they practice, so teachers should feel free to create alternative 

ways to role-play. Teachers have reported success with the following 

9 

75

Mahopac 076 

approaches: (1) have students write role plays as homework assignments; 

(2) have students write down responses and then role-play in 

front of the class; (3) have students generate a list of challenging 

"lines" and then have a student read the lines to the class and have 

each student give a response; and (4) have students develop and act 

out plays (that is, longer scripts). Other ideas will surely emerge as 

you use this curriculum. 

,"", 

¡ I,I \~ ¡ 

\ ....... 

(... / 

10 

7~

Mahopac 077 

( .. ) 

ABSTINENCE, 

SEX 

AND 

PROTECTION- 

PREGNANCY 

PREVENTION EMPHASIS 

.: ) 

Class 1 is an introduction to Reducing the Risk. The teacher models 

SYNOPSIS 

two versions of a role play to demonstrate refusal skills. Students 

participate in a two-part "pregnancy risk" activity to personalize their 

vulnerability to pregnancy. 

) 

PREPARATION 

• Review Introduction and Prior to Class 1 and assure yourself that 

the Parent Notification and Permission is complete. 

• For ease of "performance," copy Lee and Lee #1 and #2 (Teacher 

role plays 1.1 and 1.4) so that they are separate from the book. 

• Cut out 12 paper squares, number them 1 to 12 and place them in a 

hat or other container. 

• Make a copy of the Pregnancy Risk Chart (Teacher reference 

1.3); cut the chart into the 12 numbered strips as marked. 

• Starting with the current month, vertically list the names of the next 

12 months of the year on the board. 

• For each student, copy My Risks (Worksheet 1.2). 

l l 

17

l .~ 

Mahopac 078 

r" 

[>'O',~Etivi ty J I 

Time I I 

Material I 

to minutes Lee and Lee #1 

OUTLINE OF \1111\I\I\ll't' Curricu- 

(Teacher role play 

ACTIVITIES \lIllI 1\lld Mnde1 Rok 1.1) 

I'\il\, \\'I'sion 1 

:\\I'llllIs of the Year 

~\,,\,. ;\\'Iivity. Pans 

\ ;lIld I I 

25 minutes My Risks C'Norksheet 

1.2) and Pregnancy 

Risk Chart 

(Teacher reference 

1.3) 

,,,,,kl ¡{\,k P13Y, 

10 minutes Lee and Lee #2 

(Teacher role play 

1 

y,'I'II\I' - 1.4) 

\ ,'\:\\ In Slllnmary 

5 minutes None 

",\\'::TO 

, . -: 'tACHER 

Both parts in the introductory role play, 

Lee and Lee, are written to be read by 

one person-you-for several reasons. 

This initial presentation sets the tone and 

breaks the ice for the student role plays 

that follow, so an adult-modeled first script 

is important. Performing alone is usually 

the best approach, since teachers rarely 

have access to an opposite-sex adult assistant 

to play the other part, and asking a 

student to read with a teacher could be 

misinterpreted. 

( 

l~ 

.~ 

"tfüduce Curriculum 

and 

ACTIVIT.:~ "",-lei Role Play, Version l 

~\'II:'llhknts that today is the beginning of a new unit that will 

::\\,' them skills to keep from getting pregnant or from getting 

,,'!1\I.'l)l1è' t'Ise pregnant. To introduce the infannational skills 

~~"I;:: 'lllX' lcaming, you're going to do a one-person play. The 

,~\,th't.llt' of the play might now, or in time, be familiar to them. 

( 

'j 

12 

7.?

Mahopac 079 

( 

The play is called Lee and Lee. Tell students you '11be playing 

Lee and also her boyfriend-who is, amazingly, also named 

Lee. (Ask students to hold their applause until the end!) See 

Lee and Lee #1 (Teacher role play 1.1). 

. 2. After you've resumed your role as teacher, ask students their 

reaction to the way Lee and Lee discussed having sex. Include 

the following questions in the discussion: 

a. Is this the way many couples decide whether or not to have 

sex? 

b. Why didn't Lee stick to the decision not to have sex? 

C. What makes it difficult to say no? 

(~ j 

Tell students that even though they may know how to avoid 

pregnancy, and want to, it's not always easy to say no to sex or 

use protection. It takes knowledge and skills. The story of Lee 

and Lee shows that many young people don't have either the 

knowledge or the skills. 

Every year, over 1 million teenagers become pregnant. 

Yet, pregnancy is preventable. Tell students this unit helps them 

do something about the problem of unplanned teen pregnancies. 

They will learn they can avoid pregnancy by practicing 

the skills to abstain or use protection. In the next few weeks, 

they will act out situations like Lee and Lee that they may face 

outside the classroom. After role-playing in class and completing 

assignments as homework, they will be better prepared to 

be sure that real-life encounters do not lead to unwanted sex or 

pregnancy. 

Months 

of the Year Risk Activity 

Part I: 

l. Tell students this activity will help them understand the risks of 

having sex without using protection. Explain that a couple has a 

1 in 12 chance of a pregnancy each time they have sex. That 

means almost everyone who has sex once a month will get 

pregnant in the first year. It doesn't mean that if they have sex 

11 times they will not get pregnant. Pregnancy could happen 

the first time. 

,.) 

2. Write the months of the year on the board, beginning with the 

current month. Have the container with the numbered squares 

13 

7r L

" 

Mahopac 080 

ready. Pass out My Risks (Worksheet 1.2). Ask students to 

choose a number from 1 to 12 and write it at the top of their 

worksheet. This will be their number for both parts of the 

activity. 

3. Explain that for purposes of this activity we will make believe 

that everyone in the class is having sex once a month, although 

we know that a large percentage of young people their age are 

not having sex. 

•• 

4. Have a student draw a square out of the container and read the 

number aloud. Write the number beside the first month on the 

board (which should be the current month). Ask all students 

who have put that number on their worksheet to stand. When 

students are standing, tell class that this is how many pregnancies 

there would be at the end of the first month of unprotected 

sex. Assure students that you know boys don't get pregnant but 

they do share equal responsibility in a pregnancy. 

5. Ask any of the students standing to either "pass the hat" or 

write the numbers on the board. 

6. Ask another student to draw a number. Write that number beside 

the second month and ask students with this number to 

stand. These students would be pregnant at the end of the second 

month. Continue drawing numbers until all the numbers 

are gone or all students are standing, whichever comes first. 

Tell students that they are all pregnant! Remind them that this is 

based on having sex once a month. 

(, 

7. Have students sit down. Ask what would happen if, instead of 

having unprotected sex once a month, they had it twice a month. 

(All the students would be pregnant in six months instead of 

one year.) Then have students calculate what would happen if 

they had unprotected sex once a week. (All the students would 

be pregnant in three months.) 

8. Remind students that the 1 in 12 chance is random. It doesn't 

mean getting pregnant the twelfth time a couple has unprotected 

sex. It can happen the first time. 

9. Have students fill out Part A of My Risks (Worksheet 1.2). 

Allow five minutes to complete the worksheet. 

14 

(, ) 

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Mahopac 081 

(, ) 

l O. Ask volunteers to share their responses to some of the immediate 

results of a positive pregnancy test (e.g., telling your partner 

[for the girl], parents, friends). Based on when their hypothetical 

pregnancy would occur, ask for other volunteers to state 

how that pregnancy would affect their life that year (e.g., Christmas, 

prom, summer vacation, etc.). 

l l. Ask students if getting pregnant is just a matter of luck like 

picking numbers. Draw out in the discussion that they can choose 

not to get pregnant by using self-control and saying no to sex, 

or using protection. 

Part" : 

l 2. The second part of this activity shows how risk changes when 

people abstain or use protection correctly and consistently. Place 

the numbered strips from the Pregnancy Risk Chart (Teacher 

reference 1.3) in the container (hat) and leave the months and 

numbers from Part I on the board. 

(.) 

l 3. Ask a student to draw a strip from the container 

and read the 

number only aloud. Ask students with that number to raise their 

hands. Then have the student read the rest of the information on 

the strip. Write "pregnant" or "not pregnant" next to the number 

on the board. Students may sit down if they are not pregnant. 

~) 

l 4. Now ask another student to draw a strip from the container 

and 

repeat the process. Continue until all numbers are gone. (In this 

part af thé exercise, most students won't get pregnant at all. 

Those who do may not get pregnant for many months.) 

l 5. After all the numbers are drawn, ask students to complete 

Part 

B of My Risks (Worksheet 

plete the worksheet. 

1.2). Allow three minutes to com- 

l 6. Ask volunteers to share their responses 

to Part B of the worksheet. 

Lead a discussion around all the things students can do if 

they do not have to cope with a pregnancy (finishing the school 

year, participating on the swim team, earning money after school 

for a car, etc.). Briefly process with students which "life course" 

is more desirable. 

l 7. Next, in a guided discussion, ask volunteers to share how they 

felt about the "pregnancy" (Part I) and what effects a real preg- 

15 

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Mahopac 082 

nancy would have on their current lives. Use the following 

points to help guide the discussion: 

• Adoption, abortion or even a pregnancy scare can have serious 

personal consequences. These can ruin relationships, ( : 

alienate parents and make their remaining high school years< 

very difficult. 

• Researchers believe that teen pregnancy is associated with 

much lower levels of the three E's: less education; less employment 

in well -paying, interesting jobs; and less enjoyment 

of later life. Children born to teenage parents may have a 

harder time in school and are less likely to be happy, since 

their parents often pass their problems along. 

Model 'Role Play, Version 2 

l. Return to the story of Lee and Lee. Tell students that this time 

Lee and Lee will make a different decision because they have 

participated in a class like this one and now have the skills to 

say no. They start as before, kissing and touching on the sofa. 

(Again you assume the role of both Lees.) See Lee and Lee #2 

(Teacher role play 1.4). 

2. Briefly discuss why version two ended differently than version ( .J 

._--- 

one. Explain that in the next lesson the class will discuss three 

reasons that the role plays ended differently. 

Lesson Summary 

Remind students this class has introduced them to ideas they'll be 

studying for the next three weeks: 

• Teenagers can and should avoid pregnancy. 

• The only sure ways to avoid pregnancy are to abstain (not have sex) 

or always use protection. 

• It's not easy to always follow either of these two courses of action; 

but 

• There are skills for handling situations in ways that are sophisticated, 

successful (at avoiding pregnancy and keeping relationships) 

and safe. 

16 

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Lee and Lee # l 

TEACHER ROLE PIlA Y 1.1 

(, ) 

NARRATOR: Lee and Lee have been going out for three months, and, although taking it slow, 

they've been getting closer to having sex. They're sitting on the sofa together. Music is playing. Lee 

and Lee begin to get down to some serious kissing and touching. 

Lee: Don't, Lee. Let's stop. 

Lee: 

Why? 

Lee: 

Lee: 

I don't know. I don't think I'm ready for this. And we don't have anything to use for protection. 

Being ready just means we love each other. You do still love me, don't you? 

Lee: You know I do, but what if something happened? What about getting pregnant or getting an 

infection like HIV? 

Lee: We could handle having a baby. It would lookjust like you-we could name it Lee. I think that'd 

be great. 

Lee: Oh, Lee. I don't know ... 

C" 1 

Lee: 

Listen, don't worry about getting pregnant. We can stop before anything happens. 

Lee: I don't think that works ... 

Lee: What do you mean? Tammy's not pregnant, is she? What do you think they use? Besides, we're 

the lucky types. We found each other, didn't we? How else would two people named Lee get 

together if somebody wasn't looking out for us? 

Lee: (Laughs and kisses Lee) I really do love you, Lee. You're right-we're two lucky people. 

Lee: Ummhhmmm hummhhhh. 

NARRATOR: Lee and Lee went ahead and had sex without using birth control. Despite Lee's 

prediction about stopping in time and being lucky, Lee did get pregnant. She had the baby the night of 

the sophomore dance-but neither Lee nor Lee went to the dance. 

1/ 

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Mahopac 084 

WORKSHEET 1.2 

My Risks 

(,. " 

My number is 

_ 

Part A. I (my girlfriend) would be pregnant after just __ months of having sex once a 

month. We would have a baby in the month of 

if I (or she) carried the 

baby to term, 

1. Within a few days of finding out about the pregnancy, I would have to: 

2. The pregnancy would change the next year of my life by: 

() 

Part B. I don't want to be a teenage parent because I want to: 

1, __ 

2. __ 

3. __ 

( ) 

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19 

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Mahopac 085 

( Directions: Copy and cut on dotted lines. 

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Pregnancy Risk Chart 

TEACHER REFERENCE 1.3 

---------------------------------------- 

1. You did not become pregnant, because you used a condom and foam and used it correctly every 

time you had sex. 

----_--:.-------------------------------- 

2. You did not become pregnant, because you decided not to have sex and you stuck to your decision. 

------------------------------------- 

3.You 

did not become pregnant, because you used a condom correctly every time you had sex. 

------------------------------------- 

4. You did not become pregnant, because you decided not to have sex and you stuck to your decision. 

------------------------------------- 

5. You did not become pregnant, because you decided to use the pill and you (or your girlfriend) took 

it every day. 

------------------------------------- 

6. You did not become pregnant, because you decided to use a condom and foam and used it correctly 

every time you had sex. 

------------------------------------- 

7. You (or your girlfriend) are pregnant because you didn't abstain or use protection. 

------------------------------------- 

8. You did not become pregnant, because you told your boyfriend (or girlfriend) you didn't want to 

have sex and stuck to your decision. 

------------------------------------- 

9. You (or your girlfriend) are pregnant because you decided to use condoms but you didn't use one 

every time. 

------------------------------------- 

10. You (or your girlfriend) are pregnant because you didn't abstain or use birth control. 

------------------------------------- 


it every day. 

--------------~-~--------------------- 


it every day. 

( .J 

--------------------------------------- 

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Mahopac 086 

Lee and Lee #2 

TEACHER ROL.!!::. t"LA" II..... 

! I 

(, 

Lee: 

/Lee: 

No, Lee. Stop. 

Why? 

Lee: I'm not ready for this. And besides, if we do it we need to-you know-use something for 

protection. 

Lee: Being ready just means we love each other. You do still love me, don't you? 

Lee: 

Yes, but being ready means more than that. We're not ready if we don't have protection. I am 

saying NOta becoming a parent and to HIV. 

Lee: Nothing's going to happen, Lee. 

Lee: I know, because we're not going to do anything without using something-no matter how much 

I love you. 

Lee: We could handle having a baby. It would look just like you-we could name it Lee. I think that'd 

be great. 

Lee: (Laughs) Stop joking, Lee. I'm serious. I have NO plans to become a parent while I'm in high 

Lee: 

school. . 

Listen, don't worry about getting pregnant. We can stop before anything happens. 

C,j 

Lee: 

Lee: 

That doesn't work. That's not protection. 

What do you mean? Tammy's not pregnant, is she? What do you think they use? Besides, we're 

the lucky types. We found each other, didn't we? How else would two people named Lee get 

together if "Lady Luck" wasn't looking out for us? 

Lee: (Laughs) Well, I traded lockers with Daryl, for one thing, so we'd see each other every day. 

Lee: 

Yóu did? 

Lee: 

Sure. And then I learned your schedule so I'd happen to run into you a lot. I believe in helping 

luck along. 

Lee: You're really something, Lee. You're right about the protection-and besides, I won't do it till 

it's right for both of us. 

Lee: C'mon, let's go out and get something to eat. 

NARRATOR: Lee and Lee leave to get hamburgers. Lee learned a lot about luck from Lee. That was 

the year Lee got an after-school job and Lee won a college scholarship. 

( 

-, ) 

23 . 

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OUTLINE OF I Activity 

I I 

Time Material 

I I I 

Introduce Curricu- 10 minutes Lee and Lee #lH 

ACTIVITIES lum and Model Role ("') 

Play, Version 1 

'.., ~_.' 

HIV Risk Activity 20 minutes Index cards, chalkboard 

Personalizing Risks 5 minutes My HIV Risks 

Model Role Play, 10 minutes Lee and Lee #2H 

Version 2 

Lesson Summary 5 minutes None 

NOTE TO 

THE TEACHER 

Both parts in the introductory role play, 

Lee and Lee #lH, are written to be read 

by one person-you-for several reasons. 

This initial presentation sets the tone and 

breaks the ice for the student role plays 

that follow, so an adult-modeled first script 

is important. Performing alone is usually 

the best approach, since teachers rarely 

have access to another adult assistant to 

play the other part, and asking a student to 

read with a teacher could be misinterpreted. 

("J\ 

ACTIVITIES 

Introduce Curriculum and 

Model Role Play, Version l 

1. Tell students that teday's class will give them skills to keep 

from getting HIV -infected. Tell students that HIV is the virus 

that causes AIDS. People who have HIV in their bodies are said 

to have HIV infection or be HIV -positive. An HIV -positive 

person can be very healthy or very sick. People with HIV can 

26 

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pass the virus to their sex partner or to someone they share a 

needle with even if they do not have symptoms and are unaware 

of being infectious. 

(, ) 

2. Many young people don't have either the knowledge or the 

skills to prevent getting HIV. 

To introduce the informational skills they'll be learning, you're 

going to do a one-person play. The play is called Lee and Lee 

(and is similar in fonnat but different in content from the play 

in Class l). Tell students you'l1 be playing Lee and Lee's 

friend-who is, amazingly, also named Lee. (Ask students to 

hold their applause until the end!) See Lee and Lee #lH 

(Teacher role play 1.1H). 

3. After performing the role play, resume your role as teacher and 

ask students their reaction to the way Lee and Lee discussed 

having sex and the risk ofHIV. Include the .following questions: 

C' ) 

a. Is this the way many teenagers decide whether or not to 

have sex? 

b. Why didn't Lee stick to the decision not to have sex? 

C. What makes it difficult to say no? 

One in every 100 men, and one in every 800 women, are estimated 

to be HIV-infected. There is no cure for HIV, but HIV is 

preventable. 

Tell students that in this unit they will learn skills to prevent 

HIV. In the next few lessons, they will act out situations like 

"Lee and Lee" that they may face outside the classroom. After 

role-playing in class and completing assignments as homework, 

they will be better prepared to be sure that real-life encounters 

do not lead to unwanted sex, pregnancy or HIV. 

HIV Risk Activity 

l. Tell students that this activity will help them understand how 

HIV is spread, and the risks of getting HIV. 

,) 

2. Distribute four cards of one color to each student. Ask students 

to write their name on each card. Tell students they will be 

introducing themselves to four other people by exchanging cards. 

27 

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Mahopac 090 

Model this process by exchanging 

those of two students. 

your two yellow cards with 

3. Infann all other students (except those with white cards) that 

they now have three minutes to mingle and exchange cards. 

4. Explain privately and quietly to the students with white cards 

that they represent abstinence. The other students should not be 

able to hear this information. When other students try to exchange 

cards with them, they are to hold onto their white cards 

and refuse to exchange them. It is okay for these students to 

accept cards (representing advances) from other students. 

5. Reconvene the whole group. Announce that, for this particular 

activity, you are HIV-positive and those people with whom you 

exchanged your yellow cards were exposed to the virus. 

6. Explain the meaning of the colors of the other cards: 

• People with pink cards had unprotected sex. 

• People with peach cards used condoms. 

• People with green cards shared needles (to inject drugs or 

vitamins or for tattooing or piercing). 

• People with white cards abstained from risky behaviors. 

7. Ask the two students who had contact with the teacher to stand 

and state who else they had contact with (by reading the names 

on the cards they collected). Ask the other students to stand 

when they hear their name called-if they had unprotected sex 

(pink cards) or shared needles (green cards) with the person 

calling their name. 

(..') 

8. mustrate the pattern of transmission by writing on the chalkboard 

the names of the first two students (yellow cards) and 

listing their contacts to the right. Ask those who are still sitting 

to stand if they had "risky'tcontact (pink cardholders and green 

cardholders) with any student already standing. Ask everyone 

to sit down. 

28 

9. Ask the students with the white cards to stand. Announce that 

they represent abstinence, and that many approached them but 

they used refusal skills to protect themselves. 

Ask these students to sit down. 

( 

90 ¡ 

. I

Mahopac 091 

10. Ask the students: 

a. How did it feel waiting for your name to be called once you 

(, learned that the teacher "infected" the two students? (Dis- 

.. ! 

pel any anxiety expressed.) 

b. How did you feel about getting HIV? 

C. How did it feel to approach the students with white cards? 

What refusal skills did they use? 

d. Ask the students with the white cards to share how it felt to 

refuse contact. 

1l. Acknowledge that those who originally had peach cards reduced 

their risk of infection by using condoms. 

l 2. Emphasize that the contacts in this activity symbolized transmission 

of HIV. The virus is not transmitted through casual 

contact. 

l 3. Have students fill out Parts A and B of My HIV Risks 

(Worksheet 1.2H).Allow five minutes to complete the worksheet. 

(" 

¡ 

.? 

14. Ask volunteers to share their responses to some of the immediate 

results of a positive HIV test (e.g., telling your partner, 

parents, friends). 

15. Ask for other volunteers to state how getting HIV might affect 

their lives. 

l 6. Then, lead a discussion around all the things students can do if 

they do not have to cope with getting HIV. 

Model Role Play, Version 2 

) 

l. Return to the story of Lee and Lee. Tell students that this time 

Lee and Lee will make a different decision because they have 

participated in a class like this one and now have the knowledge 

regarding HIV prevention and the skills to say no. They start as 

before, kissing and touching on the sofa. (Again you assume 

the role of both Lees.) See Lee and Lee #2H (Teacher role play 

lAH). 

29 

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2. Briefly discuss why Version 2 ended differently than version 

one. Explain that in the next lesson the class will discuss three 

reasons why the role plays ended differently. 


Remind students that this class has introduced them to ideas they'll 

studying for the next few lessons: 

• All of us are at risk for HIV infection depending on what we do. It's 

not who we are but what we do that places us at risk. 

• HIV is mainly transmitted through unprotected sex or needlesharing 

with an HIV-infected person. 

• For teenagers, abstinence from needle use and sex are the best 

choices. The second best choice is to use condoms. The third best 

choice is to avoid having multiple partners. 

In a later lesson they will receive further information about risk 

situations, HIV transmission, symptoms and prevention. 

be 

( ) 

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Lee and Lee # IH 

TEACHER ROl.1E PLAY 1.1H 

(, NARRATOR: Lee and Lee have been going together for four months. They're sitting on the couch 

together. 

Lee: Don't, Lee. Please, stop. 

Lee: 

Why? 

Lee: I'm scared. We don't have anything to use for. ..protection. 

Lee: Don't worry. We don't have anything to worry about. 

Lee: But what if something happens? What if r get something like HN? 

Lee: Don't worry. You wouldn't get HrV. Kids like us aren't at risk! It's only hard-core kids that get 

HrV. 

Lee: 

Lee: 

" 

( 

.- 

) Lee: 

Lee: 

I've been scared of getting HIV for months ... ever since you told me you and Ronnie didn't 

use ... well, you know ... rubbers. I've heard about Ronnie. 

What did you hear? 

I heard Ronnie has HIV. That's 

what everyone is saying at school. I'm scared. 

I'm not worried. r don't have anything to worry about. r feel great. r look good, don't I? Besides,. 

I only went out with Ronnie a few times. 

Lee: It wouldn't matter if it was only once. Anyone who has sex with someone who has HIV can 

get HIV. 

Lee: Listen, Lee. We're lucky. How else would two people named Lee get together if somebody 

wasn't looking out for us? And the only thing that's important is that we have each other. 

Lee: (Laughs and kisses Lee) You're right-we're two lucky people. I'm crazy about you too, Lee. 

NARRATOR: Lee and Lee went ahead and had sex without using a condom. Despite their belief 

about being lucky, Lee was diagnosed Hlv-positive shortly before their graduation. 

) 

3 l 

cr5

Mahopac 094 

Lee and Lee #2H 

TEACHER ROLE PLAY 1.2H 

) NARRATOR: Lee and Lee have been going together for four months. They're sitting on the couch 

together. 

Lee: Don't, Lee. Please, stop. 

Lee: 

Why? 

Lee: 

Lee: 

I'm scared. We don't have anything to use for ... protection. 

Don't worry. We don't have anything to be concerned about. 

Lee: But what if something happens? What if we get something like HIV? 

Lee: Don't worry. We wouldn't get HIV. Kids like us aren't at risk! I love you. That's the only thing 

that matters. 

(.j 

Lee: I love you, too. But kids like us do get HIV. I heard that Ronnie's got HIV, and I'm scared 

because you told me you had sex together and didn't use rubbers. 

Lee: 

I'm not worried. I feel great. I look good, don't I? Besides, I only went out with Ronnie a few 

times. 

Lee: It wouldn't matter that it was only once. Anyone who has sex with someone who has HIV can get 

HIV. 

Lee: 

Listen, Lee. We're lucky. How else would we have found each other? And the only thing that's 

important is that I'm crazy about you. 

Lee: Well, maybe we've been lucky in the past. But now I'm scared. I love you too, Lee, but I've 

decided to wait to have sex. 

Lee: You're right. We have too much to look forward to, to risk losing everything. Let's go see that 

new movie that'splaying. 

NARRATOR: Neither Lee nor Lee became infected with HIV. They graduated that June very much in 

love, looking forward to college. 

) 

33 

1r

Mahopac 095 

WORKSHEET 1.2H 

( 

"" ) 

My HIV Risks 

Part A. You learn that you may have been infected with HIV. 

1. Within a tew days of finding out that I might be HIV-infected, I would have to: 

2. It my HIV test showed that I had HIV, I would have to: 

(' ) 

Part B. I don't want to become infected with HIV because: 

1. 

-------------------------------------------------------- 

2. __ 

3. __ 

('j 

35 

1.5

Mahopac 096 

'1 

( 

" ) 

ABSTINENCE: 

NOT HAVING SEX 

( 

Mahopac 097 

;r' 

OUTLINE OF I . Activity 

ACTIVITI ES ~::~~~PreVIOUS 

I 1,--_Ti_m_e__ 1 I Material 

5 minutes None 

I, 

( 

Communicating 

About Abstinence 

Facts About 

Abstinence 

Reasons That Many 

Teens Don't Have 

Sex 

15-20 minutes Lee and Lee #2 

(Worksheet 2.1) 

and Lee and Lee #2 

(Teacher key 2.2) 

10 minutes Facts About Abstinence 

on the board 

or on a transparency 

10 minutes What Abstinence 

Means to Me 



ACTIVITIES 

Review Previous Lesson 

Ask students what they have learned from the previous lesson(s) about 

the risk of getting pregnant and/or the risk of HIV infection. (Having 

sex without protection is high risk; most couples who have unprotected 

sex will get pregnant, and all couples will risk HIV infection. 

Students don't have to rely on luck to avoid pregnancy and HIV 

infection.) 

( "') 

Communicating 

About Abstinence 

l.Tell students there are many ways to avoid pregnancy and sexually 

transmitted disease (STD). You could become a hermit (briefly 

define if necessary) who never talks to anyone or does anything. 

Or, you could avoid pregnancy and STD by being so unpleasant 

that everyone stays clear of you. Or you could never become 

involved in a romantic relationship. 

Ask students to think about whether any of these are good ways to 

avoid pregnancy, HIVand other STD. Acknowledge they are not,. 

because many people want: () 

38 

11

Mahopac 098 

• to have a boyfriend or girlfriend; 

• to be liked; 

• to get along with people; and 

• to have a family someday. 

Tell students that in this unit the class will be talking about how to 

avoid pregnancy and STD and still have successful relationships. 

2. Explain to students that there are three basic elements that provide 

a foundation for successful romantic relationships. Write the elements 

on the board, and briefly explain each: 

• Strong honest communication (C): being honest and saying 

what you want so there is no doubt you mean it. 

• Relationship building (R): talking and acting in a way that shows 

you want to keep a good relationship going. 

• Planning (P): talking and acting to make your future healthy 

and happy. Planning shows knowledge of what you want and 

how to get it. 

3. Hand out Lee and Lee #2 (Worksheet 2.1). Ask students to read 

the worksheet and underline and identify the places in the dialogue 

that demonstrate strong communication (C), relationship .. 

building (R), and planning (P). Using Lee and Lee #2 (Teacher (. :') 

key 2.2) lead the class through the identification process for the 

first few lines of dialogue. Then let students work on their own. 

Explain that there may be some lines of dialogue that represent 

more than one element for building successful relationships. Allow 

five minutes to complete the worksheet. (Options: Have students 

work in pairs to identify these elements.) 

4. In the full group, briefly process student responses. Discourage 

them from thinking only about "right" and "wrong" answers. There 

should be considerable latitude around students' perceptions. The 

point is for students to understand that you can be strong in your 

words and actions and still maintain a positive relationship. 

5. Summarize that talking about love, sex, protection and relationships 

is critical to getting what you want and avoiding what you 

don't want. Talking about these things is hard, so it is tempting to 

just hope that your boyfriend or girlfriend will understand what 

you want and do it. Teens who are pregnant or got someone 

pregnant, when asked what they talked about in the situations that 

led to pregnancy, often say, "We didn't talk about it, we just did ( 

39 

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Mahopac 099 

it." Not talking about it' will almost surely put you at risk for 

pregnancy, HIVor other STD. 

Tell students that in the next few weeks they will spend a lot of 

time talking about and practicing what to say and do to avoid 

pregnancy or HIVand other STD. Abstaining, or not having sex, 

is one way to keep from getting pregnant or getting a sexually 

transmitted disease. Next, the class will look at some reasons not 

to have sex: 

Facts About Abstinence 

l.Some people believe that "everyone" is having sex. But there are 

strong personal, medical and relationship-building reasons for teenagers 

not to have sex-that is, to abstain from sexual intercourse. 

Many teens know that. Let's look at the statistics and see the 

percentage of teens who are saying no to having sex. 

( 

~" ) 

2. Refer to the Facts About Abstinence statements on the board. For 

each statement, ask the class for their estimates of the percentages 

of teens not having sex before you fill in the blanks with the 

correct figures. Tell students that these statistics are for teens in 

large cities and were reported in 1987. 

• At age 15, about __ 

Facts About Abstinence 

% (82%) af all girls have not had sex. 

• About % (40%) of males and % (60%) of females 

under 17 report never having had sex. 

• Only about __ % (10%) of teens who have sex use protection 

correctly and consistently. (Even teens who have become 

pregnant often fail to use protection after that.) 

• About % (30%) of teens believe the right age to begin sex 

is 18 or older. 

", 

C \ ) 

40 

Reasons That Many Teens 

Don't Have Sex 

l.Tell students that, as they know, some young people do have sex. 

Ask them to think about likely results of having sex. List their 

results on the board, adding any important factors they miss. Students 

may include some positive outcomes (e.g., "It's fun" or "It 

makes us feel close") and these should be acknowledged as rea- 

\. ~~~,'t'i::' 

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Mahopac 100 

sons that millions of teens risk- getting pregnant, or infected with 

HIVand other STD each year. Indicate in this discussion that each 

of these positive reasons can make it difficult for males and females 

who choose not to have sex to stick with their choice. Also, 

discuss whether the positive responses are always true. Ask what 

circumstances make them true or not true. 

~~---------------------------------------------- 

2. Next, ask students to help you brainstorm a list of personal, psychological 

and medical reasons that make abstaining from sex a 

valid option. As each reason is identifi~ write it on the board, 

butcher paper or an overhead transparensf.'Encourage students to 

reasons to abstain from sex for now or for the next few 

"< ears, perhaps until marriage. A nearly comprehensive list of rea- 

/ientifY 

",~~ns follows. Use it to add to or embellish the reasons students 

suggest. 

~ Many young people believe in and practice abstinence for reliff, .•• ,) 

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Mahopac 101 

the endurance of love beyond the first attraction and before 

having sexual intercourse. 

( 

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9 Abstaining may contribute to teaching people to be better lovers,' 

it allows them to explore a wide range of ways to express 

love and sexual feelings. 

3. To personalize this information, hand out What Abstinence Means 

to Me (Worksheet 2.3). Ask students to think about the likely 

results of not having sex and to complete question I. Ask volunteers 

to read their responses. (If appropriate, add new ones to the 

list on the board.) Ask them to add to their list results they hear 

from other students or from you. When students identify negative 

outcomes, acknowledge that there are strong pulls away from abstaining 

that will be considered throughout the unit. Students should 

then complete question 2. 


C' 

' ... ;I 

Acknowledge that it is sometimes hard to practice abstinence. A good 

way to respond to the "It's hard to remain abstinent" message is to 

return to the advantages of not becoming pregnant or HIV -infected, 

and to note that abstinence is often a way to do what's safest and 

"right" for you. (Explain to students that ·if it doesn't seem like the 

right time for sex, it probably isn't.) 

(' ) 

42 

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Mahopac 102 

WORKSHEET 2.1 


Directions: Write C when you see strong Communication statements and under/ine ' 

them. Write Rwhen you see Relationship-Building statements and underline them. Write 

p when you see Planning statements and under/ine them. 

Lee: 

Lee: 

No, Lee. Stop. 

Why? 

Lee: I'm not ready for this. And besides, we would need to use something for protection 

and we don't have it. 

Lee: Being ready just means we love each other. You do stil/love me, don't you? 

Lee: But being ready means more than love. We're not ready if we don't have protection. 

/ am saying no to getting pregnant and to H/V. 


Lee: / know, because we're not going to do anything without using something-no 

matter how much l/ove you. 

Lee: We eau/d hand/e having a baby. /t would look just like you-we eau/d name it Lee. 

/ think that'd be great. 

Lee: (Laughs) Stop joking, Lee. I'm serious. / have no p/ans to be a parent while I'm still 

in high school. 

Lee: listen, don't worry about getting pregnant. We can stop before anything happens. 

." ' . -, 

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Lee: That doesn't work. That's not protection. 

Lee: What do you mean? Tammy's not pregnant, is she? What do you think they use? 

Besides, we're the lucky types. We found each other, didn't we? How e/se would 

we have gotten together if "Lady Luck" wasn't looking out for us? 

Lee: (Laughs) Well, / traded lockers with Dary/, for one thing, so we'd see each other 

every day. 

Lee: You did? 

Lee: Sure. And then //earned your schedule so I'd happen to run into you a/at. / believe 

in he/ping luck a/ang. 

Lee: You're really something, Lee. You're right about the protection-and besides, I 

won't do it till it's right for both of us. 

Lee: 

C'mon, let's go out and get something to eat. 

NARRATOR: Lee and Lee leave to get hamburgers. Lee learned a lot about luck from 

Lee. That was the year Lee got a great after-schoo/ job and Lee won a college scholarship. 

(, 

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Mahopac 103 


TEACHER KEY 2.2 

Directions: Write C when you see strong Communication statements and underline them. 

Write R when you see Relationship-Building statements and underline them. Write P 

when you see Planning statements and underline them. 

Lee: 

Lee: 

No, Lee. Stop. (Ç) 

Why? 

Lee: I'm not ready for this. (E) And besides, we would need to use something for protection 

and we don't have it. (C & P) 

Lee: 

Being ready just means we love each other. You do still love me, don't you? 

Lee: But being ready means more than love. We're not ready if we don't have protection! 

(C) I am saying no to getting pregnant and to HIV. CE) 


Lee: I know, because we're not going to do anything without using something-no matter 

how much I love you. (C & R) . 

Lee: We could handle having a baby. It would look just like you-we could name it Lee. I 

think that'd be great. 

Lee: (Laughs) Stop joking, Lee. I'm serious. I have no plans to be a parent while I'm still 

in high school. CE) 

Lee: Listen, don't worry about getting pregnant. We can stop before anything happens. C·:"J 

Lee: That doesn't work. That's not protection. 

Lee: What do you mean? Tammy's not pregnant, is she? What do you think they use? 

Besides, we're the lucky types. We found each other, didn't we? How else would we 

have gotten together if "Lady Luck" wasn't looking out for us? 

Lee: (Laughs) Well, I traded lockers with Daryl, for one thing, 

every day. (B) 

so we'd see each other 

Lee: You did? 

(Q) 

Lee: 

Sure. And then I learned your schedule so I'd happen to run into you a lot. I believe 

in helping luck along, (R) 

Lee: You're really something, Lee. You're right about the protection-and besides, I 

won't do it til/ it's right for both of us. 

Lee: 

C'mon. let's go out and get something to eat. (B) 

NARRATOR: Lee and Lee leave to get hamburgers. Lee learned a lot about luck from 

Lee. That was the year Lee got a great after-school job and Lee won a cal/ege scholarship. 

( 

45 

101

Mahopac 104 

What Abstinence Means to Me 

1. What are the advantages to me if I don't have sex at this time in my life? 

a. _ 

b. _ 

c. 

d. _ 

2. What makes it difficult not to have sex? 

(» 

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a. _ 

b. __ 

c. _ 

d. _ 

47 

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Mahopac 105 

REFUSALS 

SYNOPSIS 

Class 3 includes a discussion of the student/parent homework assignment. 

The teacher introduces nonverbal communication skills and the 

verbal communication skills of refusal. Students are provided with a 

demonstration of the social skills important to abstaining and using 

protection. They are also given the chance to practice and examine the 

five characteristics of effective refusaIs. 

PREPARATION 

• Make copies of homework Talk to Your Parents, Parts A, B and C 

(Homework 3.1). 

• Make two copies of the role plays: 

Your Friend's Ex-Girlfriend, Ineffective Version (Role play 3.2), 

Your Friend's Ex-Girlfriend, Effective Version (Role play 3.3), . 

Trying to Slow Down, Ineffective Version (Role play 3.4), 

Trying to Slow Down, Effective Version (Role play 3.5). 

• For each student, copy Observer Checklist (Form 3.6). 

• Write the five characteristics 

paper or the board. 

of a clear refusaI statement on butcher 

( i) 

49 

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Mahopac 106 

I 

Activity 

I I 

Time 

I I 

Materials 

I 

OUTLINE OF Review Previous 5 minutes None 

( ACTIVITIES Lesson 

I 

Talk to Your Parents 15 minutes Talk to Your 

Parents, Part A and 

Talk to Your 

Parents, Parts B and 

C (Homework 3.1) 

Refusal Skills 20-25 Your Friend's EXb 

minutes Girlfriend (Role 

plays 3.2 and 3.3) 

and Trying to Slow 

Down (Role plays 

3.4 and 3.5) 

Observer Checklist 

(Form 3.6) 


ej 

ACTIVITIES 

Review Class 2 

Review the following from the previous lesson: 

• Abstinence is more common than most people think. 

• Reasons for abstinence. 

• Three parts of a successful relationship. ' 

Talk to Your Parents 

1 . Hand out Talk to Your Parents, Part A (Homework 3.1). Explain 

that this homework involves two distinct sections. Part A is 

for the student to complete and asks for their ideas about sex and 

protection. In addition, Part A asks students to indicate what they 

think their parents believe about the same things. Have students 

complete Part A in class. 

( 

\, 

) 

50 

2. Distribute Part B and assign interviews to be turned in by Class 6. 

Let them know that the benefit of the homework comes from 

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Mahopac 107 

talking and listening to parents; therefore, they should not just 

give the sheet to their parents to fill out. Tell students that their 

parent interview is completely confidential and they will not tum 

in the homework. Instead, to verify that the homework was completed, 

the student and parent will sign a form stating that they did 

the assignment. This form is the only thing the student will tum in. 

Refusal 

Skills 

NOTE TO 

THE TEACHER 

First the class will briefly discuss nonverbal 

skills used for refusing and then deal 

with verbal skills. This class demonstrates 

skills and also socializes students to the 

routine of role-playing and using observer 

forms to note whether skills were used. 

Nonverbal 

Refusals 

l .Tell students they will use a series of role plays to Jearn about, and 

then practice, ways to say no when they don't want to have sex. 

The ability/skill to say no gives us a lot of power over our lives. 

Explain that "body language," (such as tone of voice, gestures, the 

look on your face, the way you sit or stand) is an important way to 

communicate with or without talking. 

2. Ask the class to describe body language that says no to sex. Generate 

a list like the one below. Write the list on the board and 

demonstrate each behavior to reinforce the concept of nonverbal 

eomm unication. 

a. Hands-off hands--throwing hands up in a "get off of me" 

gesture or using hands for emphasis. 

b. Soldier body-sit up or stand up stiffly like a soldier at attention 

and march away from the other person if you need to. 

C. Firm voice--strong and business-like voice. 

d. Serious expression-best "I mean it" face. 

e. Gestures--hand and arm movements that emphasize point. 

f. Fight back-at times, if everything else fails, you might have 

to. use your strength to push away and protect yourself. 

51 

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Mahopac 108 

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Verbal Refusals 

l.It is sometimes hard to say no---even to someone we care aboutand 

to stick with it. Sometimes we're saying no, but it doesn't 

come across as NO. 

2. On the board, write the five characteristics for a clear NO 

statement. 

Have students write these down on a clean sheet of paper and keep 

for future reference, as these are important concepts that will be 

addressed throughout the unit. 

An effective NO statement includes the following: 

• The word NO-there 

• A strong nonverbal NO. 

is no good substitute. 

• A repeat of the message as much as needed. 

• A suggestion of an alternative action. 

• Words and tone of voice. 

Refer to the three elements of successful relationships (communication, 

relationship building, planning) and point out how NO 

statements like this fit with the three elements. 

(,~) 

3. The role plays Your Friend's Ex-Girlfriend (Role plays 3.2 and 

3.3) and Trying to Slow Down (Role plays 3.4 and 3.5) demonstrate 

some of the ways that not clearly saying no can work against 

getting what you want. Pass out the role plays and Observer 

Checklist (Fonn 3.6) to all students. Ask them to listen and watch 

the role plays and check off the refusal skills that are used during 

each role play. 

r 

\.,) 

52 

4. Identify a male and a female student to read the role plays. Begin 

with Your Friend's Ex-Girlfriend, Ineffective Version (Role 

play 3.2). You should read the "Setting the Stage" section of the 

role play. After the role play is read, conduct a discussion. Ask 

students to identify what the guy did or did not do that led to his 

ineffectiveness. Pull for such ideas as: 

• He never said no. 

• He never repeated his first objection. 

• He was trying not to upset the girl and did not use clear communication. 

• He expressed doubt and left her thinking it might work out. 

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Mahopac 109 

I 

5. Then have the same two students read Your Friend's Ex-Girlfriend, 

Effective Version (Role play 3.3), keeping the same roles. 

Again the teacher should read the "Setting the Stage" section of 

the play. After the role play, thank the participating students and, 

ask them to sit. 

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6. Have two new students or the same two students read the ineffective 

version of Trying to Slow Down (Role play 3.4). Have students 

use the checklist to record the use of effective refusals after 

the role play. Review the use of refusal skills with students. Help 

them recognize that Person 2: 

• never said no; 

• never restated the first objection; 

• asked questions (like "Do you love me?") rather than stating 

her or his view; 

o 

expressed doubt; 

• failed to offer any alternative actions; 

• failed to use "hands-off hands" or other body language; 

• gave up. 

and 

7. Now have the same students read the effective version of Trying 

to Slow Down (Role play 3.5), keeping the same roles. Have 

students use the checklist. Discuss the elements of Person 2's 

effective tefusal. 


Conclude by reminding students that today they practiced making a 

clear NO statement in a way that tells a person they mean no without 

losing a friendship. Remind students that the refusal skills they are 

learning can be used in a variety of situations. 

53 

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Mahopac 110 

HOMEWORK 3.1 


Part A 

Directions: Fill in the blanks on Part A with your own ideas, including how you think your 

parent(s) would answer. Then talk to your parent(s) and see how close you are. Record 

their answers on Part B of this form. 

1. How should teenagers show affection to someone they love? 

What I think: 

_ 

What I think my parent(s) think: 

_ 

2. Should adolescents have sex with someone they love it they plan to marry them? 

What I think: 

_ 


_ 

3. What are the best kinds of protection for teenagers who are sexually active? 

What I think: 

------------------------ 


_ 

4. What should parents do to help their child avoid pregnancy or HIV infection? 

What I think: 

_ 


_ 

( ..) 

55 

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Mahopac 111 

tIlUMiè.WUtU\. 

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Part B 

1. How should teenagers show affection to someone they love? 

What my parent(s) do think: _ 

2. Should adolescents have sex with someone they love if they plan to marry them? 


3. What are the best kinds of protection for teenagers who are sexually active? 


4. What should parents do to help their child avoid pregnancy or HIV infection? 

." 

(')) 


Due date: .------------- 

----------------------------------- 

Part C 

We verify that we completed the Talk to Your Parents homework assignment. 

Parent's or Guardian's signature Student's signature 

57 

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Mahopac 112 

ROLE PLAY 3.2 

Your Friend's Ex-Girlfriend 

Ineffective Version 

'Setting 

the stage: 

Your best friend's girlfriend broke up with him. Now she seems very interested in going 

out with you. You like her, but you really don't want to go out with her because you have 

been going out with another girl and don't want to mess it up. She speaks first. 

Girl: 

I haven't seen you for a while. Let's go out some night. 

Guy: Well, I don't know. 

Girl: 

I just want to talk to you about some things. 

Guy: Call me sometime, 

it gets boring at home. 

Girl: 

Let's go check out a movie. We could go this weekend. 

Guy: I may be busy. 

-. 

Girl: 

I know we'd have fun together. 

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Guy: I suppose. 

Girl: I'll give you a call this weekend. Maybe we can do something? OK? 

Guy: I guess so. See ya. 

59 

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Mahopac 113 

ROLE PLAY 3.3 

Setting the stage: 

Your Friend's Ex-Girlfriend 

Effective Version 

... 

Your best friend's girlfriend broke up with him. Now she seems very interested in going 

out with you. You like her, but you really don't want to go out with her because you've 

been going out with another girl and don't want to mess it up. She speaks first. 

Girl: I haven't seen you for a while. Let's go out some night and do something fun. 

Guy: I miss you, too, but I'm interested 

in someone else right now. 

Girl: 

I just want to talk to you about some things. 

Guy: I don't want to lead you on, but I'd be glad to talk. 

Girl: Let's go check out a movie. We could go this weekend. 

Guy: Sorry. I've already got plans to go out. 

(1 

Girl: What about next Saturday night? 

Guy: No, I really don't want to go out. 

Girl: 

I guess we're not going to be friends, huh? 

Guy: Well, I'd like to be friends, 

I just don't want to go out. 

'.1 

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61 

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Mahopac 114 

~-------------------------------------------------------------~ 

Trying to Slow Down 

Ineffective Version 


You and your boyfriend (girlfriend) have been going out for a while. From the beginning 

you touched and kissed a lot. On his (her) birthday, you are alone and feel very close. 

After you have had something to celebrate the birthday, you begin kissing and touching 

and feeling really good. Your boyfriend (girlfriend) wants to have sex with you, but you 

decide to tell him (her) that you are not ready. 

Person 1: Why are you stopping now? 

Person 2: Wait. I'm not sure that I'm ready. 

Person 1: It isn't my birthday every day, you know. 

Person 2: Yeah, I know. 

Person 1: There's no reason to wait. It will mean even more now. What's the 

difference, now or later? 

Person 2: Well, I'm not sure. 

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Person 1: I thought this was what we both wanted. 

Person 2: Do you love me? 

Person 1: Yes and sex is part of love. 

Person 2: I guess you're right. 

(They stop talking and go back to kissing) 

63 

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Mahopac 115 

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TryiIlg to Slow Down 

Effective Version 


You and your girlfriend (boyfriend) have been going out for a while. From the beginning 

you touched and kissed a lot. On her (his) birthday, you are alone and feel very close. 

After you have had something to celebrate the birthday, you begin kissing and touching 

and feeling really good. Your girlfriend (boyfriend) wants to have sex with you, but you 

decide to tell her (him) that you are not ready. 

Person 1: Why are you stopping now? 

Person 2: This feels good, but let's not have sex now. 

Person 1: It isn't my birthday every day, you know. 

Person 2: Yeah, I know, but I don't think we're ready. 

Person 1: I've never had sex and want to have it with you first. 

Person 2: Maybe some day, but, no, not now. 

Mahopac 116 

----------------------------------------------------------~ 

Name: 

---------------------- 

Date: 

_ 


ROLE PLAY # 

SKILLS 1 2 3 4 5 6 

Said "NO" 

Body Language 

Said "NO" 

Repeated 

Refusal 

Suggested 

Alternative 

Relationship 

Building 

'- 

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Mahopac 117 

LJ 

USING 

REFUSAL SKILLS 

Sy N O PS IS 

Class 4 quizzes students on refusal skills and uses role plays to practice 

using these new skills in difficult situations. 

PREPARATION 

• For each student, copy Refusals (Quiz 4.1). 

• Make two copies of the scripted version of At a Party (Scripted 

role play 4.2). 

• For each student, have a copy of At a Party (Role play 4.3). 

• For each student, copy Observer Checklist (Fonn 4.4). 

.' "..." 

( ) 

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Mahopac 118 

( 

OUTLINE OF I Activity~ 1__ T_im_e_I I Materials 1 

ACTIVITI ES Refusals Quiz 

10 minutes Refusals (Quiz 4.1) 

Difficult Refusals 5 minutes None 

Demonstrate 

Play 

Role 

5 minutes At a Party 

(Scripted role 

play 4.2) 


(Form 4.4) 

Role-Play in Small 

Groups 

15-30 minutes At a Party (Role 

play 4.3) 


(Form 4.4) 

C" -.... ) 

ACTIVITIES 

Refusals Quiz 

l.Distribute Refusals 

complete. 

(Quiz 4.1). Allow five minutes for students to 

2. Have students correct their own papers. Discuss each statement, 

asking volunteers to describe why it does or does hot meet the 

guidelines for a clear refusal or NO statement. 

3. Ask students. to recall the five characteristics of a refusal statement. 

List them on the board. 

Difficult 

Refusals 

.- .. 

( 

70 

l.Tell students that you want their ideas about things their friends 

might say to them that make saying no more difficult. Ask them to 

get out a piece of paper and write one or two "lines" that boys or 

girls they know might use to convince them to do something they 

don't want to do----cut a class, lend them their nicest clothes, go 

out somewhere, have sex or have unprotected sex. Suggest a couple 

of lines. For example, "You would if you loved me" or "Try it, 

you'll like it!" Give them a few minutes to complete responses to 

the lines. 

JI;

Mahopac 119 

2. In the full group, read the lines. Have volunteers share effective 

responses to each statement. Use several lines on one student to 

show how they can just repeat the refusal over and over without 

having to think up new lines. 

Demonstrate 

Role Play 

l.Recruit students to act out both parts of the script At a Party 

(Scripted role play 4.2). Explain that they will need to pay attention 

to the verbal and nonverbal skills as they watch the actors. 

Give them a copy of the Observer Checklist (Fonn 4.4) to use to 

indicate whether the actors used the five refusal skills. 

2. After actors have read and demonstrated the role play, review the 

skills that were used. Ask observers for examples of: 

• saying no 

• body language that said no 

• repeated refusals 

• suggestions for an alternative 

• relationship building 

Role-Play in Small Groups 

l.Explain to students that they will be working in small groups on 

role plays. In their group they will be rotating through various 

roles. Each student will have the opportunity to read a script 

(scripted role), respond to a script (unscripted role) and watch 

(observer). 

Pass out the role play At a Party (Role play 4.3). At their seats, 

give students no more than five minutes to write down what they 

might say in the role play to avoid unprotected sex when they 

have the unscripted part. They can use these responses to help 

prepare for the role play, although they should not just read when 

they do the role play. They should act as if this is a real scene and 

they have no script to rely on-they have to rely on themselves. 

2. Have students divide into groups with a mixture of males and 

females. Students should bring their role plays and ideas for responses 

to the group. () 

71 

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Mahopac 120 

(' 

3. Make sure each student still has an Observer Checklist (Form 

4.4). Instruct students to alternate within the group, reading the 

script and playing in the unscripted role. After a student reads the 

script, that student takes the unscripted role. Make sure each student 

has the chance to participate in both the scripted and the 

unscripted roles and to provide observer comments. The observer 

is the person who is next in order to read the script. 

If the groups do not have equal numbers of boys and girls, then 

have them assume the other role so everyone has the opportunity 

to participate in both roles. If there is time to go around a second 

time, the script readers can repeat the script or choose to ad-lib 

and make up their own lines. 

NOTE TO 

THE TEACHER 

It is important to help groups "get going" 

with the role plays. It may be necessary 

for the teacher to designate who in each 

group will start the scripted and unscripted 

roles. Walk around and guide the roleplay 

process. 

(:1 

4. When groups are finished, have students return to the full group 

and discuss the experience. Explain that their comfort working 

like this in small groups will increase each day as the process is 

repeated throughout the unit. 

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Mahopac 121 

QUEZ 4.1 

Refusals 

1. Write one statement for each of the following that includes at least two elements of an 

effective refusal. 

a. C'mon, you don't have to go home yet. It's not that late. Your mom will understand. 

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b. You've said you love me. Now I want to show you that llave you-let's make love. 

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2.. Put a check mark beside statements that follow at least one guideline for effectively 

saying no. 

___ 

___ 

á. No, I don't trust you. 

b. Well, I don't know. Probably not. 

c. No, thanks. I don't want to go to that party. Why don't we go to the movies 

instead? 

d. Why don't you go ask someone else? 

e. I don't think we should be doing this. 

f. No, not now. Let's watch TV instead. 

___ g. But you promised you wouldn't ask me that. 

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Mahopac 122 

SCRIPTED ROLlEPLAY 4.2 

At a Party 


You are at a party with someone you have gone out with a few times. The party is at 

somebody's home and their parents are gone. A lot of kids are getting high and some 

couples are leaving-maybe to have sex. You don't want to have sex and don't want to 

leave the party. 

Person 1: Let's get out of here so.we can talk-it's too crowded. 

Person 2: Yes, it is crowded in here-but the porch is empty. 

Person 1: 

Person 2: 

I just want to be with you. This is our chance. 

I want to be with you, too, but the party's fun. 

Person 1: 

C'mon, I just want to be alone with you. 

Person 2: No, I like this party-I'm glad we came. 

Person 1: I've been looking forward to this night with you-please don't spoil it. 

c 

Person 2: 

I hope the night won't be spoiled. 

Person 1: 

Person 2: 

If I'd known you'd be like this, , wouldn't have come here with you. 

I guess not, but I know we can have fun. Let's get something to eat in the 

kitchen. 

Person 1: 

Person 2: 

I guess I don't have much choice. 

Yes,' suppose so. But ,'1/ give you the choice of the next movie we go to. 

75 

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Mahopac 123 

ROLE PLAY 4.3 

At a Party 


You are at a party with someone you like and have gone out with a few times. The party 

is at a friend's house and their parents are gone. A lot of kids are getting high and some 

couples are leaving-maybe to have sex. You don't want to have sex and don't want to 

leave the party. Your date speaks first. 

Person 1: Let's get out of here so we can talk-it's too crowded. 

Person 2: 

Person 1: 

I just want to be with you. This is our chance. 

Person 2: 

Person 1: I've been looking forward to this night with you-please don't spoil it. 

Person 2: 

C 

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..I: 

Person 1: 

If I'd known you'd be like this, I wouldn't have come here with you. 

Person 2: 

Person 1: 

I really thought you were going to be a lot of fun. 

Person 2: 

Person 1: 

Don't worry. I'm not going to do anything. C'mon, let's go. 

Person 2: 

( ) 

77 

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Mahopac 124 

FORM 4.4 

Name: 

---------------- 

Date: _ 


ROLE PLAY # 

SKilLS 1 2 3 4 5 6 

Said "NO" 

Body language 

Said "NO" 

Repeated 

Refusal 

Suggested 

Alternative 

Relationship 

Building 

79 

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Mahopac 125 

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DELAYING TACTICS 

SYNOPSIS 

Class 5 introduces delaying tactics. Students observe the teacher demonstrate 

and practice delaying skills in role-play situations. A short 

quiz at the end of the lesson reviews delaying. 

(') 

PREPARAT/ON 

• For each student, copy Possible Delaying Tactics (Handout 5.1). 

• For each student, copy Presents and Flowers (Role play 5.2). 

• For each student, copy Refusing or Delaying Quiz (Quiz 5.3). 


( .....) 

81

Mahopac 126 

I 

Activity 

I r Time I I 

Materials 

I 

OUTLINE OF Review Class 4 5 minutes None 

) ACTIVITIES 

Introduce Delaying 20-40 minutes Possible Delaying 

Statements Tactics (Handout 

5.1) 

Demonstrate and 5-15 minutes Presents and Flow- 

Practice Role Play ers (Role play 5.2) 

in Small Groups Observer Checklist 

(Form 5.4) 

Quiz and Skills 10-20 minutes Refusing or Delay- 

Review ing Quiz (Quiz 5.3) 


c..) 

ACTIVITIES 

Review Class4 

Review the elements of an effective refusal. 

Introduce Delaying Statements 

l.Explain that delaying statements are another way to handle difficult 

situations and avoid unwanted and unprotected sex. For many 

reasons, it's usually better to simply say no to offers you don't 

like. But people often feel confused about how to say no. Without 

time to think of what to do, they can impulsively make a poor 

decision. In such cases a person might use a delaying statement to 

gain time to think about what they really want. 

2. Pass out Possible Delaying Tactics (Handout 5.1). Briefly review 

the examples and ask students to add additional statements and 

actions. 

("" 

".,., 

82 

'~------_. 

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Mahopac 127 

Demonstrate 

and Practice Role Play 

Use the same format for role playas described in Class 4. Or make 

three colored cards for each group and have the colors designate who 

will be the first scripted role player, unscripted role player, and 

observer. Pass out Presents and Flowers (Role play 5.2) and the 

Observer Checklist (Form 5.4) to each student. 

a. Allow the students to write responses that Person 2 could use. 

b. Have two students demonstrate the role play. 

C. Divide into groups with at least two males and two females in 

each group. 

d. Students should count off in the groups and rotate scripted, 

unscripted and observer roles. Tell students they don't have to 

repeat Setting the Stage each time they enact the role play. 

Once they understand the setting they can go directly to the 

dialogue. 

Quiz and Skills Review 

Give out Refusing or Delaying Quiz (Quiz 5.3). After students complete 

it, have them exchange papers with the student next to them. Go 

over the content to review all skills. 

(, / "'" i 


Remind students that this class introduced delaying statements and 

refusals to help students in situations in which they feel pressured to 

have sex or do something else they may not want to do. Students 

probably already use these skills to manage situations with friends 

and family. Their use to avoid pregnancy,HIV and other STD may be 

the most important one of all. 

,I .Ó: 

83 

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Mahopac 128 

HANDOUT 5.1 

Possible Delaying Tactics 

Directions: Review the delaying statements and tactics listed below. In the space provided, 

add additional ones you think of. 

Delay Statements 

You could say: 

I'm not ready. 

Not now. 

Sorry, I have to go. 

We don't have enough time. 

It's not the right time. 

I'm not in the mood. 

Not tonight-I've got a sore throat. 

I have to call home. 

Delay Actions 

("; 

You could do: 

Chew a cough drop. 

Look distracted. 

Drop something. 

Stop kissing. 

Invite someone to come talk to you and your boyfriend or qlrlfrlend. 

Go to the restroom. 

Pretend you lost something and have to find it. 

("·'1 

85 

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Mahopac 129 

ROLE PLAY 5.2 

Presents and Flowers 

Setting the Stage: 

You've been seeing someone older for a month. He (she) has treated you to dinner and 

the movies, has driven you places, and buys you presents and flowers. You have really 

enjoyed all the attention. After a sexy movie, he (she) drives you to a private place. Your 

date's body language shows that he (she) wants to have sex with you. You do not want 

to have sex. Your date speaks first. 

Person 1: Look at all the great things we've done together. I've been so good 

to you. G'mon, return the favor. 

Person 2: 

Person 1: 

It's no big deal, it's just part of going out. 

Person 2: 

Person 1: 

Person 2: 

I just want to be close to you. 

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Person 1: Everybody else is doing it-they just don't tell you. 

Person 2: 

Person 1: 

If you really loved me, you would. 

Person 2: 

Person 1: 

I love you, but you don't seem to care about me. 

Person 2: 

87 

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Mahopac 130 

QUIZ 5.3 

Name 

_ 

Refusing or Delaying Quiz 

1. Write three delaying actions you could use or alternatives you could suggest if you 

were alone with your boyfriend or girlfriend and wanted to avoid sexual intercourse. 

a. ~ ___ 

b. ~ ___ 

c. ___ 

Read the situations below and write the refusal or delaying response you would use to 

handle the situation. Decide whether to use a refusal or a delaying statement and include 

an alternative action. 

2. Your girlfriend or boyfriend has been drinking and tries to talk you into going for a ride. 

You don't think you should go but you don't want to get into an argument. You say and 

do: 

Refusal or delay: 

Alternative action: ~------- _ 

_ 

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3. You're at home with your girlfriend or boyfriend. Your parents will be gone for several 

hours. You do not want to have sex, but your girlfriend or boyfriend begins to kiss you 

and tries to take off your clothes. You say and do: 

Refusal or delay: ---'- _ 

Alternative action: _ 

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Mahopac 131 

Name: ------------------ 


Date: ---------------------- 

ROLE PLAY # 

SKILLS 1 2 3 4 5 6 

Said "NO" 

Body Language Said "NO" 

Repeated Refusal 

Suggested 

Alternative 

Relationship 

Building 

Delaying Tactic 

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Mahopac 132 

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AVOIDING 

HIGH-RISK 

SITUATIONS 

SYNOPSIS 

Through a class discussion and a mini-lecture, students discover situations 

termed "yellow alert" and "red alert," situations that can lead 

to unwanted or unprotected sex. Students practice dealing with the 

two types of alerts in the activity Handling Crisis Situations. Then, 

using the worksheet Protection: Myths and Truths they begin activities 

related to protecting themselves from pregnancy or RN and 

other STD. 

('') 

PREPARATION 

• Review Signs of Sex, Signs of Caution (Teacher reference 6.1). 

• For each student, copy Handling Crisis Situations (Worksheet 

6.2). 

• For each student, copy Protection: Myths and Truths (Worksheet 

6.3). 

~~~----~----------- 

93 

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Mahopac 133 

( ,! 

OUTLINE OF I Activity I [_~_Ti_m_e----,I [ Materials J 

ACTIVITI ES Discuss Homework 

Signs of Sex and 

Caution Mini-lecture 

Protection: Myths 

and Truths, 

Round 1 

15 minutes Completed Talk to 

Your Parents 

(Homework 3.1) 

10 minutes Signs of Sex, Signs 

of Caution (Teacher 

reference 6.1) 

Crisis Situ- 

Handling 

ations 

10 minutes Handling Crisis 

Situations (Worksheet 

6.2) 

10 minutes Protection: 

Myths and Truths 


.. 

ACTIVITIES 

Discuss Homework 

l.Discuss Talk to Your Parents (Part B), from Class 3..Remind 

students that you don't want them to repeat what their parentes) 

said about any question and that they should keep in mind a parent's 

privacy. Ask them what they learned from each question regarding 

the following issues: 

a. Did your parentes) answer the way you thought they would? 

b. Did the ideas of your parentes) give you any different ideas? 

C. Will you talk to your parentes) about this again? (If not, who 

can you talk to?) 

d. Did you or your parentes) disagree about any question? If so, 

how did the discussion tum out? 

(' ) 

94 

2. As you guide the discussion, keep in mind that the purpose is to 

encourage students and their parentes) to talk. Help students listen 

to the point of view of their parents. Ask them to report what they 

learned rather than to evaluate whether they agree with their 

parentes). Ask them to tum in the signed sheet to show they completed 

the assignment. 

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Mahopac 134 

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Signs of Sex and Caution Mini-lecture 

l.Remind students that there are two ways to avoid pregnancy and 

HIV infection: say no to sex, or use protection. To be successful at 

either, you have to GET READY NOW. Many teens who get 

pregnant or infected say they didn't protect themselves because 

they didn't expect to have sex. In one recent study, two-thirds of 

teens who had sex without protection said it "just happened." Tell 

them there are signs they can watch for that wíI1 alert them that 

sex could happen. 

() 

'~... ~ 

Ask students to think of the signs in two categories: yellow alert 

and red alert. 

2. Yellow alerts are signals that there may be an unprotected "sex 

crisis" in the future and that you should slow down and prepare 

yourself to avoid pregnancy or infection. Yellow alert signals occur 

when you: 

a. are not yet with the boyar girl; 

b. think that he or she might be thinking about sex; 

C. think that there will be a chance for sex because you will be 

alone; or 

d. wonder what will happen. 

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Yellow alert signals tell you that you had better develop a sound 

plan for avoiding having sex, getting pregnant or becoming infected. 

You may notice yellow alert signals long before the time 

that you are seeing the boyar girl. For example, you may notice 

that you are being especially careful about the clothes you pick 

out, or especially anxious about what you will say and do, or 

maybe you can't wait to get to school, or you wear something 

different or special to school or out at night. If you know what 

your signs are and watch for them, you will have enough time to 

act and avoid unwanted sex, pregnancy or HIV infection. If you 

miss the signs, you will not. 

3.Red alert signs show that there is going to be an unprotected "sex 

crisis" at any moment and you have to act fast to avoid it. Red 

alert signs usually occur about 20 minutes to an hour before the 

crisis when: 

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Mahopac 135 

o . You are alone with the boy or girl. 

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b. You may have done a lot of touching and feeling close. 

You can still stop and decide not to have sex or you can still use 

protection. But if you go past a red alert signal without stopping 

and/or preparing first, your life may be forever changed. 

4. List "Yellow Alert" and "Red Alert" headings on the board and 

offer a few examples of signs (see Teacher reference 6.1). Then 

add signs that the students suggest. 

5. Lead students in a discussion that focuses on what to do to avoid 

unwanted or unprotected sex. Use signs offered by students to 

shape the discussion; 

Handling 

Crisis Situations 

l.Explain to students that they now have had the opportunity to 

clearly identify sex alert situations. The next step is to learn to 

deal effectively with those situations. That is, they need to think 

about possible ways to get out of an alert situation. 

( .1 

2. Distribute Handling Crisis Situations (Worksheet 6.2). Students 

should name two yellow alert signs and .two red alert signs and 

identify an alternative action plan for each. Tell students that red 

alert situations usually require alternative actions, delaying or 

refusal until the crisis passes or until you are able to get protection. 

In yellow alert situations, students can avoid the situation 

entirely or get protection so that a red alert situation doesn't occur. 

(' 

96 

3. Discuss an example: If the student wrote "I get dressed up in my 

sexiest clothes" as a yellow alert sign, he or she might generate an 

alternative action plan such as: 

a. I'm going to think through what I will do to stop if Iget close 

to having sex. 

b. I'll plan something to do that will keep us away from having 

sex. 

C. I'll stop and get protection at the drugstore before I see him or 

her. 

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Mahopac 136 

Allow students to work alone or with one other person to finish 

the worksheet. 

NOTE TO 

THE TEACHER 

Students may find this exercise difficult, 

as specificity and planning do not come 

easily. But it should get students started 

in planning to avoid an unwanted pregnancy 

or HIV infection. 

4. When students have finished, review each statement and have 

several volunteers share their suggestions for ways to handle the 

situation. Remind students that because we are all individuals, 

some approaches will feel more personally comfortable than 

others. 

Protection: Myths and Truths, 

Round l 

l.At some time in their lives, most people decide they are ready to 

have sex but not to become a parent. To have sex but not become 

a parent or become infected with an STD, people must consistentlyand 

effectively use protection. To do that, they must know 

what they are doing. This activity helps students learn how much 

they know and how much they need to know to avoid pregnancy 

or HIVand other STD. 

-" -'\ 

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2. Introduce this activity by explaining there are many myths or 

non truths about protection. Tell students they will be involved in 

a two-part activity designed to help clear up the myths and get the 

facts about protection. 

3. Pass out Protection: Myths and Truths (Worksheet 6.3) and 

have students complete only the Round 1 section. Explain that 

they will be completing the Round 2 section after a discussion 

about protection in a future class. At that time each myth will be 

reviewed and discussed. Ask students to hand in their worksheets 

with their names on them to be passed out again for Round 2, 

which will be done in Class 9. The Teacher Key for Protection: 

Myths and Truths is provided for Round 2. 

97 

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Mahopac 137 

( 

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NOTE TO 

THE TEACHER: 

Depending on the emphasis you bring to 

teaching this curriculum, your students 

may not have covered all the material 

in the Protection: Myths and Truths 

exercise. Items related to pregnancy prevention 

and HIV prevention are all, 

nonetheless, included in this exercise 

because all ofthis material is of interest to 

youth and relevant to the dual goals of the 

curriculum. 

Lesson 

Summary 

Conclude the class by reviewing each activity. First students discussed 

what they learned about their parents. Then they looked at 

situations that could lead to teenagers becoming involved in an unprotected 

"sex crisis." These situations were labeled "yellow alert" or 

"red alert." Students practiced dealing with the sex alert situations to 

avoid an unprotected sex crisis. Finally, they had the chance to write 

down what they think about protection facts. 

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Mahopac 138 

Signs of Sex, Signs of Caution 

Yellow Alert Signs 

D. I get dressed up to look really sexy. 

l.\ I plan to get some beer to help us loosen up. 

L-., I think about ways to be alone with him or her. 

t\ I think about touching him or her. 

0, We touch "by accident." 

/'.\ We talk about being alone at home. 

Red Alert Signs 

À We make and take chances to touch. 

A We touch each other.in more ways and are getting excited. 

À We play sexy music. 

Â We go to a place to "get away from everybody." 

À We are drinking and touching. 

Â Weare alone at home. 

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Mahopac 139 

WORKSHEET 6.2 

Name --------------------------- 

Handling Crisis Situations 

Directions: Write down two yellow alert signs. Then describe a plan to prevent or 

manage the crisis. Then do the same for red alerts. 

YELLOW1. 

___ 

Alternative Action Plan: _ 

YELLOW2. 

_ 

Alternative Action Plan: --------------------------------- 

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RED 1. 

Alternative Action Plan: __ 

RED 2. 

Alternative Action Plan: ----'- __ 

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Mahopac 140 

WORKSHEET 6.3 

Name 

_ 

Protection: Myths and Truths 

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Directions: Read each situation and circle T if you think it's true or M if you think it's a 

myth under the Round 1 column. Do not make any marks under Round 2 column until 

directed to do so. 

Round 1 Round 2 

1. The best way to use a condom is to pull it on tight. 

T or M 

T or M 

2. Teenagers can obtain birth control pills from family planning 

clinics and doctors without permission from a parent. 

3. Girls can get pregnant if the penis doesn't actually enter 

the vagina. 

T or M T or M 

T or M T or M 

4. The combined method of condoms and foam containing 

nonoxynol-9 is very effective in preventing HIV infection. 

T or M 

T or M 

5. Girls can get pregnant if they have sex during their periods. T or M T or M 

6. Birth control pills used alone are effective in preventing T or M T or M 

sexually transmitted disease (STO). 

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\.--.- ..~"' 

7. Douching after sex will wash out the sperm and protect T or M T or M 

against pregnancy and STD. 

8. A woman is protected from pregnancy the day she begins T or M TorM 

taking the pill. 

9. Abstinence is the most effective method of avoiding HIV 

infection. 

10. Condoms are effective because they don't break easily and 

they don't leak. 

T or M T or M 

T or M T or M 

11. Sharing needles to inject drugs is one way to get HIV. 

T or M 

T or M 

12. If a guy pulls his penis out of a girl in time (before he ejaculates), 

he can be sure to prevent pregnancy. 

T or M 

T or M 

13. A contraceptive sponge offers protection against pregnancy 

for a full day. 

T or M 

T or M 

14. Pregnant women who are infected with HIV can pass it on 

to the baby before it is born. 

T or M 

TorM 

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103 

140

Mahopac 141 

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GETTING AND USING 

PROTECTION-I 

NOTE TO THE 

TEACHER 

When making decisions about demonstrating the use of 

condoms and other protection methods during discussions 

about protection from pregnancy and STD, you must adhere 

to district guidelines and policies that may be in effect. 

Additionally, you must use your best judgment about the 

appropriateness of these activities in your individual school. 

Make sure parents have been informed if demonstrations of 

methods of protection will take place in class. 

Throughout the discussion about protection, remind students 

that this information is for when they decide to have sex, 

which might not be for a long time. However, it is important 

information that they will need eventually. 

" 

( ') 

SYNOPSIS 

Chapter 7 uses lectures and demonstrations to provide information on 

methods for protection against unplanned pregnancy or HIVand other 

STD. As a homework assignment, students research prices and descriptions 

of nonprescription products. ' 

105 

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Mahopac 142 

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PREPARATION 

Øl Review the information in Ways to Prevent Pre8na~ «mtlS1'l~ 

Lecture/Demonstration Notes. 

• For each student, copy two Shopping Information (forlllH 


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Mahopac 143 

information when they do Round 2 of that activity. Remind 

students to listen and take notes, because there will be a quiz at the 

beginning of Class 9.: 

2. Tell students there are many ways to try to prevent pregnancy and 

STD. Elicit from students the methods they are familiar with. 

Explain that in this class they will discuss the methods they are most 

interested in and which are most effective if used correctly or 

consistently. Emphasize that some methods prevent both pregnancy 

and STD, while other methods do not. 

.': 

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/ ..... 

CATEGORIES 

Ways to Prevent Pregnancy and STD 

Lecture/Demonstration Notes 

OF BIRTH CONTROL METHODS 

A. Methods that don't work: withdrawal, douching, "hoping," rhythm. 

B. Methods that are very effective if used correctly and consistently every time: birth control pill, 

abstinence, condom, foam, sponge. .' , 

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A. Methods that don't work: withdrawal, douching, hoping and rhythm do not work as birth 

control methods. 

1. Withdrawal: When a couple has sex, the man takes his penis out of the woman's vagina 

before he ejaculates (comes) so that his sperm doesn't go into her body. Withdrawal can't be 

counted on to prevent pregnancy or STD because the man has a few drops of semen on the 

end of his penis as soon as it becomes erect. Even ifhe withdraws before he ejaculates, sperm 

can get into the woman's body and make her pregnant or transmit an STD. Couples should 

not rely on withdrawal since it requires them to interrupt sex exactly when they don't want 

to. 

2. Douching: After having sex, the woman immediately washes out her vagina hoping to wash 

out and kill the sperm. Sperm travel very quickly and some will already have moved through 

the cervix and into the uterus by the time the woman is able to douche. Once the sperm is inside, 

it's too late. 

3. Hoping: Hoping you won't get pregnant or infected or believing that "It can't happen to me" 

doesn't work. One study of teenagers found that half of first pregnancies occur in the first six 

months after couples begin having sex. One out of five occur in the first 30 days. Sometimes 

people think that if they have sex once and don't get pregnant, they can't get pregnant. 

However, just because a woman doesn't get pregnant the first time, or the twentieth time, 

doesn't mean she won't get pregnant the next time. 

\.. 

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107 

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Mahopac 144 

) 

4. Rhythm: A woman keeps track of her past menstrual cycles and tries to figure out the days 

when she is least likely to become pregnant-the "safe" days to have sex. 

The rhythm method is likely to "sucker" you into thinking you are safe when you are not. 

Since sperm live from three to five days, it can be easy for girls to get pregnant when they 

think they are safe-s-even during their menstrual period. No woman can really know what will 

happen in her next cycle, especially young women, because their cycles have different 

lengths. TIlness, stress or fatigue can upset the hormone system and cause ovulation to occur 

at an irregular time. 

NOTE TO 

THE TEACHER 

There are very effective birth control methods based on the 

rhythm system: Natural Family Planning, the Billings Method, 

the Fertility Awareness Method. These require training in 

proper use, careful record keeping, daily temperature reading, 

checking cervical mucus, and commitment from both partners. 

For most young people, these methods are too difficult to use. 

Norplant, another effective birth control method, is not discussed 

here because of limited availability to adolescents. 

Repeat to the students that withdrawal, douching, rhythm and 

hope do not work as birth control methods nor as protection 

against STD. 

(',,- ) 

B. Methods of birth control that are very effective if'used correctly and consistently: the birth 

control pill, abstinence, the latex condom, foam and the sponge. 

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I. The birth control pill: Birth control pills contain different amounts of the female hormones 

estrogen and progesterone. The pill mimics the hormones of pregnancy and stops the 

woman's body from ovulating. 

To use birth control pills, a woman needs to plan ahead. She cannot get and use pills the same 

day she decides she wants them. First, she has to make an appointment with a doctor or clinic 

for a pelvic exam and Pap test. After the exam, the doctor or elínician will give her a 

prescription for the pill and instructions on when to begin taking them. The woman takes one 

pill at approximately the same time every day. After taking her first pack of pills, she is 

protected against pregnancy all day, every day, as long as she continues to take a pill every 

day. The hormones in the pill keep her body from releasing an egg. Without an egg, the 

woman can't get pregnant. . 

Risks and disadvantages: Because of health risks associated with the pill, women who use 

the pill must be medically supervised and have regular check-ups at least once a year. The 

main risk with birth control pills has to do with the circulatory system-blood clotting 

problems, heart attacks and strokes. These serious problems occur in only a small number 

of users. Girls who smoke or are very overweight or who have health problems such as high 

blood pressure or diabetes are at much greater risk for these serious side effects and should 

not use birth control pí11s. 

108 

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Mahopac 145 

Minor side effects may include nausea, sore breasts, slight weight gain, skin problems and/ 

or depression. These side effects usually go away after about three months. 

The birth control pill alone is not a method of protection against sexually transmitted disease. 

To prevent STD, condoms and foam must be used in addition to the pill. 

Effectiveness: 

The birth control pill is very effective (97.5 % to 99.9%) if the woman: 

" 

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\.,,,,. .: 

a) Doesn't forget to take it. 

b) Uses other protection during the first month. 

c) Doesn't take someone else's pills. 

Advantages: 

a) Some women find the pill to be a convenient form of birth control that does not affect 

spontaneity. 

b) A woman's periods may be lighter, shorter and more regular with less cramping when she 

takes the pill. 

c) The pill may protect a woman from other problems such as pelvic inflammatory disease 

(PID), ovarian and cervical cancer and benign breast lumps. 

2. Abstinence: not having sexual intercourse is the safest, simplest, most effective, easiest-toget 

method to avoid pregnancy and STD. Abstinence is free, goes anywhere you want to take 

it, never wears out, and parents (or anyone else) never have to find out that you are using it! 

Risks and disadvantages: 

a) There are no health risks at all. 

b) The only risk is that someone you like will not agree with you that abstinence is the best 

choice. 

Advantages 

and effectiveness: 

Abstinence is the safest, most effective way to avoid pregnancy and sexually transmitted 

diseases. 

" 

( \ 

.... 

Now discuss other nonprescription methods of protection; nonprescription means you do not 

have to go to a doctor to get the method. These methods (the latex condom, foam and sponge) 

are available for anyone to buy in most drugstores. In this class, we will define each method and 

discuss how it works and its risks and disadvantages as well as effectiveness and advantages. 

In the next class (Class 8) we will discuss the effectiveness of these methods as protection 

against STD, specifically against HIV infection. You will also view a demonstration of how to 

use a latex condom. 

3. The latex condom: This is a thin sheath made offine latex rubber that fits overthe erect penis. 

Condoms are also called rubbers Of prophylactics. Skin condoms (made from sheep 

membrane) are not as reliable for the prevention of some diseases. 

109 

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Mahopac 146 

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The condom fits snugly over the erect penis and catches the semen when the man ejaculates 

(comes) so the sperm doesn't enter the vagina. Using condoms correctly means during every 

instance of sexual intercourse using a new latex condom with spermicide containing 

nonoxynol-9, leaving space at the tip ofthe condom, putting the condom on before the penis 

touches the vagina, and carefully taking the penis out after sex. Some condoms are designed 

with room at the tip. These are called reservoir tip condoms. Plain tip condoms do not have 

extra room at the tip. Later in this class I will demonstrate how condoms are used. 

Condoms are available at any drugstore or family planning clinic. They may also be available 

in outdoor or all-night condom vending machines. Anyone can buy condoms, regardless of 

age, and no prescription is needed. 


a) There are no serious health risks. 

b) A few people find that condoms irritate the skin. Using another brand can solve the 

problem. 

c) Some people complain that the condom reduces sexual feeling. Others find that it makes 

no difference. Another brand may feel better. 

d) Some people complain that they don't like to stop making love to put the condom on. If 

the man and woman put the condom on together, it can become a part of making love. 

e) Some people complain they are allergic to latex and/or nonoxynol-9. 

Effectiveness and advantages: 

'........ 

) 

a) If a condom is used together with foam (see below) every time a couple has sex, the 

combined method will work almost all of the time. 

b) Condoms often make sex last longer because they make the penis a little less sensitive. 

c) Condoms help protect against sexually transmitted disease. 

d) Condoms may help prevent cancer of the cervix in women. 

e) Condom use is a good way for a man to share in the responsibility for preventing an 

.unplanned pregnancy. 

f) With practice, condoms become easier and more fun to use. Condoms can become a 

regular and pleasurable part of a romantic relationship. 

"'I 

4. Contraceptive foam is available without a prescription at any drugstore or family planning 

clinic. There is no age limit for purchasing foam, and either partner can buy it. The foam is 

inserted into the vagina each time the couple has sexual intercourse. The foam covers the 

cervix (entrance to the uterus). Spermicidal agents kill any sperm that try to enter the uterus. 

Foam comes in a can and looks and feels like shaving cream. It is inserted with a special 

applicator much like a tampon applicator. Two full applicators offoam are inserted deep into 

the vagina near the cervix less than 30 minutes before sexual intercourse. If moré than 30 

(' ," minutes go by, more foam must be inserted. Since there is no way to tell when the can is almost 

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empty, a couple should keep an extra can of foam on hand. 

'- ~ 

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Mahopac 147 


a) There are no health risks associated with foam. 

b) You have to insert the foam just before sex. 

c) Some people may have an allergic reaction or skin irritation. The couple can try another 

brand. 

("'''\ 

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Effectiveness 

and advantages: 

a) Iffoam is used every time with a latex condom, the combined method works almost all of 

the time as a birth control and STD prevention method. 

b) Foam used alone is fairly effective (85-90%) if it is used correctly and every time. 

c) Like condoms, foam is a good method for people who don't have sex on a regular basis 

because it is used only when needed. 

5. The contraceptive sponge is a soft, cap-shaped sponge designed to fit over the cervix. The 

sponge releases spermicidal chemicals that kill sperm that try to get through the cervix. It is 

another method that can be purchased without a prescription at any drugstore or family 

planning clinic. There is no age limit for purchasing the sponge. 


a) There have been a few documented cases of the contraceptive sponge causing or 

contributing 

to toxic shock syndrome. 

Therefore, to be safe, women who use the sponge should not leave it in place longer than 

30 hours and should not use the sponge during their menstrual period or if they have ever 

had tax ic shock syndrome. 

b) Some women experience a burning sensation and have difficulty removing the sponge. 

c) Some women find it difficult to put the sponge in and take it out. 

d) Some women don't want to touch their sexual parts or put anything inside their vagina. 

e) The sponge absorbs the vagina's natural moisture during sex. 

t) The sponge does not protect against HIV infection. 

Effectiveness 

and advantages: 

a) The sponge is 85%-98% effective as a birth control method. 

b) Because the sponge can be inserted up to 24 hours in advance of intercourse, it does not 

interfere with spontaneity. 

c) The sponge offers continuous protection for 24 hours. 

d) The sponge can be easily used by people who don't have sex regularly. 

( 

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Inform students that there are other pregnancy prevention methods available, such as the 

diaphragm, IUD, cervical cap, vasectomy, and tubal ligation, but these methods are not often 

chosen by teenagers 

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Mahopac 148 

Shopping Information Homework 

l.Tell students that knowing the facts about protection is important. 

It takes more than knowing to avoid pregnancy and STD--it takes 

action. Hand out two copies of the Shopping Information Form 

(Homework 7.1) to each student and introduce the assignment. 

Explain that they do not have to buy condoms, foam or sponges, 

but they do need to go to two stores to get prices and descriptions 

of these items. The homework assignment, due in a later class, 

gives students -the experience of preparing to obtain protection. 

2. Tell students to fill in all information for three kinds of condoms, 

one type of foam and one type of sponge. The brand name is the 

maker of the product. For condoms, also indicate whether the 

product is lubricated, has nonoxynol-9, and has a reservoir or 

plain tip. After students leave the store, they should complete 

items 3 and 4 to indicate how comfortable they were there and 

whether they would recommend the store to a friend. Put down 

the store's hours, too, because it may be important to know where 

to get protection at some odd hours. 

(,') 


Conclude this lesson by stating that there are different methods of 

protection, each with its own characteristics, disadvantages and advantages. 

Except for abstinence, there is no 100 percent safe and effective 

method. Certain methods that are used to prevent pregnancy still 

require the use of condoms and foam to prevent STD. In the next lesson, 

Class 8, students will receive specific information on a number of ways 

to protect against HIV. 

( "'" J 

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Mahopac 149 

Shopping Information Form 

1. Name of store 

2. What protective products are sold here? (List three kinds of latex condoms, one kind 

of foam and one kind of sponge and the prices for each product. Indicate the types of 

condoms you saw.) 

Product Brand Name Price Lubricated? Nonoxynol-9? Reservoir (R) 

or Plain (P) 

Condom: Yes No Yes No R. P 

Condom: Yes No Yes No R P 

Condom: Yes No Yes No R P 

Foam: 

Sponge: 

3. How comfortable would you be buying protection here? 

1 2 3 4 

very fairly somewhat very 

comfortable comfortable uncomfortable uncomfortable 

." 

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4. Would you recommend that a friend buy protection here? Yes No 

Write two sentences 

telling why or why not. 

5. What are the store's hours of business? 

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Mahopac 150 

GETTING AND USING 

PROTECTION-II 

NOTE TO THE 

TEACHER 

When making decisions about discussing prevention methods 

and the use of visual aids during discussions of methods 

of protection from pregnancy and STD, you must adhere to 

district guidelines and policies that may be in effect. Additionally, 

you must use your best judgment about the appropriateness 

of these activities in your individual school. Make 

sure parents have been informed about the demonstrations of 

methods of protection that will take place in class. 

Throughout the discussion about protection, remind students 

that this information is for when they decide to have sex, 

which might not be for a long time. However, it is important 

information that they will need eventually. 

.. 

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SYNOPSIS 

The first half of Class 8 continues with a discussion and visual 

demonstration of prevention methods, specifically preventing HIV. 

In the second part of Class 8, students prepare to locate clinics in their 

area and make plans for contacting one to get information about 

protection. 

Students then apply their knowledge about protection to decide which 

methodes) might be best for them. Options for this lesson include a 

guest speaker from a local clinic or a field trip to a local clinic. 

1 15 

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Mahopac 151 

( PREPARATION 

• For visual aid, obtain one latex condom. 

• Review information contained in this lesson in Barrier Methods: 

Preventing HIV and STD /njection-Lecture/DemonstrationNotes. 

• Determine the activities to use in this class based on the most 

appropriate way to work with your local clinic(s). 

• Have a local telephone directory (or several) available. 

• For each student, copy Visit or Call a Clinic (Homework 8.1). 

• For each student, copy The Way to the Clinic (Homework 8.2). 

(Work- 

• For each student, copy How Will You Avoid Pregnancy? 

sheet 8.3). 

• For each student, copy How Is HIV Infection Prevented? Handout. 

I r'l.

Mahopac 152 

ACTIVITIES 

Ba rrier Methods 

Lecture/Demonstration 

Tell students that you're going to discuss and review prevention methods 

specifically for HIV. 

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Barrier Methods: Preventing HIVand STD Infection 

Lecture/Demonstration Notes 

Condoms, spermieides and dental dams provide a physical and/or chemical shield against HIV. 

They also protect against other common STDs (sexually transmitted diseases)-gonorrhea, 

syphlis, chlamydia and herpes. 

Condoms 

Condoms made of latex provide good protection from HIV when used correctly and consistently 

during anal, vaginal or oral sex. Spermieides offer some protection, but their effectiveness in actual 

use is still uncertain. Dental dams provide some protection during oral sex, but like spermieides their 

effectiveness is uncertain. 

How condoms prevent HIV transmission 

Latex condoms are effective in preventing HIV infection when they are used properly and 

consistently. Condoms lubricated with the spermicide nonoxynol-9 may provide better protection 

against HIV than those without. Condoms made from lamb intestine do not provide the same 

degree of protection as latex condoms. 

Condoms only provide effective protection against HIV when they are used correctly. 

must be used from start to finish during every act of anal, vaginal or oral intercourse. 

Condoms 

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When buying condoms: 

a) Make sure the condom is made of latex. 

b) Make sure the condom has FDA (Food and Drug Administration) approval. The label or box 

must say the condoms are for "STD prevention" or "disease prevention." Some novelty 

condoms, like those that glow in the dark, are not meant for disease or pregnancy prevention. 

c) Check the expiration date on the condom package. If they are out of date, the condoms should 

not be used. 

When storing condoms: 

a) Do not expose condoms to heat, sunlight or ozone. 

b) Do not store in a wallet, pocket or car glove compartment. 

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Mahopac 153 

When condoms don't work 

( 

" 

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The rate of breakage of condoms ranges from 0.6% to 6% during vaginal intercourse. Condoms can 

be broken or damaged during sexual activity by: 

a) being tom with fingernails, jewelry or other sharp objects during unwrapping 

b) being ripped or broken because of pulling instead of rolling onto the penis 

c) being pulled too tightly with no room left at the tip 

d) use of oil-based creams or lubricants (safe lubricants that won't damage condoms include KY 

Jelly, saliva, surgical and most contraceptive jellies). 

Most condom failures probably result from incorrect use. 

(' 

",,,, ) 

When Using condoms (Teacher 

1. Open the package carefully. 

Demonstrates) 

! 

2. Determine which way the condom unrolls but do not unroll the condom before putting it on. 

3. Hold the tip of the condom to squeeze out air and leave some extra room for the semen. 

4. Put the condom on the end of the erect penis before there is any contact between the penis and 

the vagina, anus or mouth. While still holding the tip, unroll the condom onto the penis all the 

way down to the pubic hair. Do not pull at the condom while unrolling it. 

After sex: 

• Pull the penis out immediately 

after orgasm (coming). 

• Hold onto the rim of the condom and pull the penis away from the partner. This prevents any 

spillage of semen. 

• Remove the condom from the penis and throw it away. (Condoms should never be reused.) 

The Role of Spermicides 

Spermieides are chemicals that kill sperm and bacteria. 

Spermieides work best for pregnancy and STD prevention when used with condoms. The U.S. 

Centers for Disease Control (CDC) recommends that spermieides be applied to both the outside and 

inside of the condom for vaginal and anal sex, and to the inside only during oral sex. 

The Role of Dental 

Dams 

Dental dams are small, thin squares of latex that are used to provide a barrier against HIV during 

oral sex. Dental dams, which are stretched and placed over the vaginal opening or anus, need to be 

used from start to finish of any oral sexual activity. 

In summary, using condoms, spermieides and dental dams during every sexual encounter needs to 

become a habit. It is easy to learn and can save lives. 

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Mahopac 154 

Visit or Call d Clinic 

l.Explain that many people-including adults-avoid going to a 

clinic or local doctor to discuss protection because they don't 

know what to expect. Besides learning what services are offered 

at local family planning clinics, this homework assignment asks 

students to rate their comfort level while at the clinic. Hand out 

the two-page homework and tell students they can complete the 

assignment in one of four ways: 

a. They can visit a clinic, complete homework and describe the 

way to get to a clink. 

b. They can visit a clinic and complete homework. 

C. They can call a clinic, complete homework and describe the 

way to get to a clinic. 

d. They can call a clinic and complete homework. 

Whichever version of the assignment students choose, they must 

all complete Visit or Call a Clinic. For additional points, they 

may complete The Way to the Clinic. 

Pass out a local phone directory (or several) and have students 

find the clinic section in the yellow pages. Select two or three 

conveniently located clinics (or the clinics that have agreed to 

participate) from which they can choose. Have them choose in 

class so you can control the number of students contacting each 

clinic. (If there is only one clinic, consider the alternatives below.) 

Have students write the name of their clinic in the space provided 

on the worksheet. If the clinics have given you information about 

the best times to answer questions, etc., share those with students. 

As a general rule, encourage them to visit the clinic in pairs, but 

discourage going in groups larger than three. Encourage students 

to go with their boyfriends or girlfriends, even those who aren't in 

the class. Tell students they should bring back some literature 

available from the clink. This could be a pamphlet or a flier 

describing services. Remind them that clinics are professional 

places and that they should use their best behavior. Additionally, 

they should keep to themselves the names of anyone they see at 

the clink. 

. ", 

(....) 

2. Conduct a brainstorming session to generate some questions that 

can be used when visiting the clinic. 

l 19 

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Mahopac 155 

" 

( 

.) 

If students are slow getting started, help them prepare to ask: 

a. How much does a clinic visit cost? 

b. What is the confidentiality policy? 

C. What services are available? 

d. How long does it take to get an appointment? 

e. Do you have to want a method of protection now, or can you 

make an appointment for a consultation only? 

f. What happens during a typical appointment and how long 

does it take? 

g. Does the clinic also offer HW antibody testing? If so, how is 

the test done (anonymous or confidential)? How are results 

verified and recorded? How much does the test cost? Is preand 

post-test counseling offered? 

(~",) 

Alternative 

Homework 

NOTE TO 

THE TEACHER 

to "Visit or Call a Clinic" 

In some communities, individual visits to 

a clinic may be impractical because of distance, 

the availability of only one small 

clinic, or student concerns about confidentiality. 

Since person-to-person contact 

with health care providers is important to 

increasing use of protection, some teachers 

may not be satisfied with having the 

majority of students telephoning the clinic. 

In addition, clinics may not want to receive 

a lot of calls from one class. In either 

or any case, two other alternatives are 

suggested. When alternative activities are 

used, students can still complete both 

pages of the homework. 

('" ) 

.> 

120 

l.Speakers. Invite someone from a family planning clinic to speak 

to the class. Most family planning offices (public hospitals, public 

health clinics and walk-in comprehensive care centers) are able to 

provide a speaker who will describe what happens at a clinic and 

present a film or lecture about family planning methods and HIV 

and other STD prevention. Such a visitor would help students 

think of the family planning clinic as more "teen friendly." If 

there is no film, encourage the speaker to do a role play (perhaps 

with your assistance). 

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Mahopac 156 

2. Field Trips. Some clinics are willing to host students in small 

groups. This would almost certainly require that the class be split 

into smaller groups. The field trips would take some planning, but 

would ensure that students actually visited a clinic-another important 

aspect of increasing use of protection. Clinic staff may be 

willing to lead the field trip. 

NOTE TO 

THE TEACHER 

Be sure to clarify the answers to likely 

questions during your pre-lesson contacts 

with clinics. 

The timing of this lesson may vary significantly depending on 

which approach you take to the Visit or Call a Clinic assignment. 

There may be time to complete How Will You Avoid Pregnancy? 

(Worksheet 8.3) in class. If not, do not send it home as 

homework. Students should have a chance to focus on Visit or 

Call a Clinic. 

How Will You Avoid Pregnancy? 

Tell students this worksheet gives them a chance to review and personalize 

the abstinence and protection information they have learned 

to date. These worksheets are for students to use for their own information 

and not for class discussion or teacher review. Explain that 

this worksheet focuses only on birth control. To prevent infection 

from HIVor other STD, other methods may be required. 

(,l' -.\ 

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How Is HIV Transmission Prevented? 

Discuss with students Handout 8.4. Tell students this handout provides 

information on a number of ways to protect yourself from HIV 

or lower your risk of HIV infection. Outside of class they can individually 

assess how well they are protecting themselves from HIV 

infection. 

( ... 

l 21 

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Mahopac 157 

) 

lesson Summary' 

Remind students that knowing where to go, how to get there and who 

to talk to about protection is an important aspect of responsible sexual 

behavior. Explain that you realize they may not need this information 

just yet, but they will most likely need this information at some point 

in their life. And they may know someone who needs the information 

now. A person-to-person visit with a health care provider is the best 

way to find information so students can use it as soon as they are 

ready to have sex, and not after. 

(,...,; 

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Mahopac 158 

HOMEWORK 8.1 

Name -------------------------- 

Visit or Call a Clinic 

1. Name of clinic --------------------- 

2. Address and phone number of clinic -'-- _ 

3. Clinic is open from __ a.m. to __ p.m. __ days a week. 

4. The following services are available at this clinic: 

Birth control Prenatal care -- 

Pregnancy tests 

Sterilization __ 

HIVantibody test __ 

STO treatment -- 

Counseling __ 

5. A routine examination or consultation about birth control information costs $---- 

6. Most states have laws that clinics can't disclose information about clients without 

written consent, including whether or not clients visit the clinic. This is called "client 

, confidentiality." This clinic's confidentiality policy is as follows: 

(' "\ 

'~~..~..' 

7. Besides English, the following languages are spoken at this clinic: _ 

8. I felt the following level of comfort in this clinic (include such things as decor, friendliness 

of staff, magazines/pamphlets available in waiting room, etc.): 

1 2 3 4 

Very comfortable Fairly comfortable Somewhat comfortable Uncomfortable 

9. I would/wouldn't tell a friend to visit this clinic for an examination/information consultation 

about protection. Write two sentences telling why or why not. 

10. Something I learned at this clinic is _ 

Reminder: Attach a card or brochure from the clinic. 

123 

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Mahopac 159 

HOMEWORK 8.2 

Name 

_ 

The Way to the Clinic 

/.- .... " 

i 

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Bus or Train Route from School to the Clinic* 

Which bus do you catch? Number or name of bus 

__ 

Where do you get on the bus? 

_ 

Do you need to transfer? Yes No 

What are the transfers? 

_ 

Where do you get off? 

_ 

About how far did you have to walk from the last bus to the clinic? 

Car, Bike or Walking Route from School to the Clinic* 

I 

\ 

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Describe the route from your house or the school to the clinic. Give all street names and 

freeway numbers. Try to remember and write down other landmarks (like a fast food 

restaurant or a park) that cue you when to turn. On the attached sheet of paper or map, 

I have described 

the: 

Car Route 

Bike Route 

_ Walking Route 

"You may attach a map and mark the route. 

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125 

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Mahopac 160 

WORKSHEET B.3 

How Will You Avoid Pregnancy? 

Directíons: This worksheet is for your own use and information. It is not for class discussion 

and will not be turned in to the teacher. 

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1. Which method(s) for preventing pregnancy would you like to know more about?_ 

2. How will you find that out? ~ ~_ 

3. Which method seems most convenient? _ 

4. Which method has the fewest side effects that worry you? --------- 

5. Which methods are effective enough for you? _ 

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6. Which method do you think your boyfriend or girlfriend will be most interested in 

using? ----------------------- 

7. Which method would your parent(s) be most likely to approve? ------- 

8. Show your conclusions from this self-exam by circling the numbers that show which 

methods seem best for you. ' 

Abstinence 

Condoms 

Foam 

Condoms 

Sponge 

Pill 

+ Foam or Sponge 

Best Choice 

1 

1 

1 

1 

1 

1 

OK Choice 

2 

2 

2 

2 

2 

2 

Worst Choice 

3 

3 

3 

3 

3 

3 

127 

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Mahopac 161 

HANDOUT 8.4 

How Is HIV Transmission 

Prevented? 

Directions: The information below will be discussed in class. For your own use, assess 

how well you are protecting yourself from HIV infection. 

Effectiveness 

of Methods for Protection from Pregnancy and/or HIV 

Protects for Protects for Protects for Doesn't Protect 

Method Pregnancy & HIV Pregnancy Only ~IV Only for Either 

Withdrawal 

Douching 

Hoping 

Rhythm 

Birth Control Pill 

Abstinence 

Latex Condom 

& Foam 

X 

X 

X 

X 

X 

X 

X 

Contraceptive 

Foam 

Contraceptive 

Sponge 

Dental Dams 

X 

(Fair) 

X 

(Fair) 

X 

(Oral sex) 

". /' " 

) 

\" '.~.~."' 

Protect Yourself 

1. Abstinence (not having sex) is the best way to prevent sexual transmission of H/V. 

It you do have sex: 

• You can engage in sex that does not put you in contact with someone else's blood, 

semen or vaginal fluids. 

• Use a new latex condom and a water-based lubricant every time you have sex. 

• Use nonoxynol-9 with condoms. This may provide extra protection against H/V. 

2. Abstain from a/coho/ and other drugs, since they affect your judgment and using them 

may lead to unsafe sex or injection drug use. 

. It you do inject drugs: 

• Never share needles or works. 

129 

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Mahopac 162 

( ') 

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KNOWING 

AND TALKING ABOUT 

PROTECTION: SKILLSINTEGRATION-I 

SY·NOPSIS 

Class 9 is the first of three lessons that provide students the opportunity 

to practice the communication skills they have just learned using 

the information and experiences from earlier lessons on protection, 

birth control methods and clinic services. Students take a quiz on 

protection methods, then watch role plays in which friends talk to 

each other about issues related to sex. A discussion follows about 

ways to handle similar situations with friends. 

,r----'':>: 

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PREPARATION 

• For each student, locate Protection: Myths and Truths (Worksheet 

6.3) with Round 1 previously completed. 

• Review Protection: Myths and Truths (Teacher key 9.1). 

• Two copies of An Important Discussion (Role play 9.2). 

• Two copies of A Lunchtime Chat (Role play 9.3). 

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Mahopac 163 

( 

OUTLINE OF I Activity I IL.-_ T _ im _ e _I I Materials 

ACTIVITI ES 

Protection: Myths 15 minutes Protection: Myths 

and Truths, Round 2 

and Truths 

(Teacher key 9.1) 

Demonstrate and 

Practice Role Play 

Demonstrate and 

Practice Role Play 

30 minutes An Important 

Discussion . 

(Role play 9.2) 

30 minutes A Lunchtime Chat 


ACTIVITIES 

Protection: Myths and Truths, 

Round 2 

(J 

l.Have students return to Protection: Myths and Truths (Worksheet 

6.3) and complete the worksheet again, making use of the 

new information they have learned. They should fill in the Round 

2 column of the worksheet. 

2. After students have completed the worksheet, review each answer 

using Teacher key 9.1. Clarify answers as necessary. Ask students 

if they scored better on the Round 2 column. Discuss as time 

allows. 

C 

" 

Demonstrate 

..---, 

132 

and Practice Role Play 

l.Introduce the friend-to-friend role plays entitled An Important 

Discussion (Role play 9.2) and A Lunchtime Chat (Role play 

9.3). Tell students that many judgments about sexuality and protection 

are often made by talking with friends and that it's important 

to talk to friends in a way that protects our decisions. Explain 

that if they change their minds about a particular decision (give up 

what they want) just by talking to a friend, they are more likely to 

give up what they want when they are talking to a boyfriend or 

girlfriend. On the other hand, if they stick with what they want 

during talks with friends, they are more likely to be clear and firm 

when a potentially sexual situation with a boyfriend or girlfriend 

comes up. 

~ ........--------------------------------------------- , lo «

',., .•• .:»: 

Mahopac 164 

2. Using An Important Discussion (Role play 9.2) and then A 

Lunchtime Chat (Role play 9.3), demonstrate a discussion between 

friends with a same-sex student volunteer. After the role 

plays, ask the class to provide input on other ways to talk about 

and handle similar situations. To encourage discussion, repeat 

each line in the role plays and ask for possible responses from the 

class. 

() 

3. Have students divide into groups as usual and role-play. This 

time, boys will role-play with boys and girls with girls (although 

the role play can involve a boy and a girl). Do not use the Observer 

Checklist for these role plays. 

4. Ask the class to provide examples of other situations that arise 

when friends talk to each other about things related to sex. Extract 

useful responses. 

NOTE TO 

. THE TEACHER 

If time permits, and How Will You Avoid 

Pregnancy? (Worksheet 8.3) was not 

completed earlier, have students complete 

it now. 

133 

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Mahopac 165 

Protection: Myths and Truths 

TEACHER KIEY 9.1 

! ,I 

II 

, ¡ 

l. The best way to use a condom is to pull it on tight. 

MYTH. The best way is to leave some space at the tip to catch the semen. If the condom has a 

reservoir tip, you can pull it on tighter. 

2. Teenagers can obtain birth control pills from family planning clinics and doctors 

without permission from a parent. 

TRUTH. You do not need a parent's permission to get birth control at a clinic. No one needs to 

know that you are going to a clinic. 

3. Girls can get pregnant if the penis doesn't actually enter the vagina. 

TRUTH. Sperm deposited on the outside of the vagina can make it into the vagina and on up into 

the tubes. Sperm can even get through underwear. 

4. The combined method of condoms and foam containing nonoxynol-9 is very effective 

in preventing HIV infection. 

Truth. Next to abstinence, this is the most effective protection against HIV infection. 

5. Girls can get pregnant if they have sex only during their periods. 

TRUTH. Girls can get pregnant at any time during their cycles, especially if they have short or 

irregular cycles. 

6. Birth control pills used alone are effective in preventing sexually transmitted disease 

(STD). 

Myth. Birth control pills do not prevent STD. 

7. Douching after sex will wash out the sperm and protect against pregnancy and STD. 

MYTH. A girl can't douche fast enough to catch the sperm, and douching may even help the sperm 

reach the tubes faster. Douching does not kill or wash out the microorganisms that cause STD. 

8. A woman is protected from pregnancy the day she begins taking the pill. 

MYTH. Most physicians recommend that women abstain or use an additional method of birth 

control for the cycle after she begins using the pill. After this initial period, the woman is protected 

every day, incl uding during her period. 

( 

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135 

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Mahopac 166 

9. Abstinence is the most effective method of avoiding HIV infection. 

( I 

;1 

Truth. Not having sexual intercourse is the safest, simplest, most effective way to avoid pregnancy, 

HIVand other STD. 

10. Condoms are effective because they don't break easily and they don't leak. 

TRUTH. Condoms are very effective, depending on how carefully they are used. They are also 

good protection against sexually transmitted disease (STD), including HIV. Condoms are inspected 

before being marketed, and safety regulations require that condoms be able to hold a large 

amount of air without breaking. Condoms should not be exposed to heat or Vaseline, as both can 

cause the rubber to deteriorate which increases chances of breaking. 

11. Sharing needles to inject drugs is one way to get HIV. 

Truth. 

Blood with HIV in it may be left in the needle and passed on to the next user. 

12. If.aguy pulls his penis out of a girl in time (before he ejaculates), he can be sure to 

prevent pregnancy. 

(' .) 

Myth. As soon as a male gets an erection, fluid can carry enough sperm into his urethra to escape 

into the vagina and cause pregnancy, even before ejaculation. Men have no control over the release 

of this fluid. Withdrawal may, however, offer some protection. It is better than nothing for couples 

who have unprotected sex. 

13. A contraceptive sponge offers protection against pregnancy for a full day. 

Truth. 

The sponge contains enough spermicide to kill sperm for up to 24 hours. 

14. Pregnant women who are infectedwithHIV can pass it on to the baby before it is born. 

Truth. HIV can be passed on to the fetus in the womb, or to the baby during birth or breastfeeding. 

About three out of every ten babies born to HIV -infected mothers will develop HIV. 

" 

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Mahopac 167 

W'\VLIl:. 1l""J!.J4> U :;;:J."", 

An Important Discussion 


Two friends are leaving campus at the end of the day, discussing 

condoms. 

their feelings about using 

Friend: You know, I just hate using condoms I 

You: 

Shhh. People can hear us. 

Friend: Do you want me to use the word "rubber" instead? 

You: You can use the word "condom." I just get embarrassed talking about those 

things ... 1don't like them either. 

Friend: I just don't like to stop what's going on. You lose something. 

it feels without it. It teels more ... well, natural. 

And ... llike the way 

You: 

Yeah, I know what you mean. But you know what we've learned in class. That it 

you're having sex, condoms and foam are the best protection against pregnancy 

and STD. 

c····") 

Friend: I guess you're right. I'll just have to change my attitude and be sure we use them. 

My life's pretty good now. I want to keep it that way. 

You: 

That's how Ifeel.This way, we cando everything we're planning to do in high school 

and then afterward. 

137 

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Mahopac 168 

ROLE PLAY 9.3 

A Lunchtime Chat 


You are talking to a friend at lunch. You tell your friend that you and your boyfriend or 

girlfriend are thinking about going to a family planning clinic and getting the pill. Your 

friend doesn't think the pill is a good method and speaks first. 

Friend: 

Watch out, the pill might make you (your girlfriend) gain weight. 

You: 

Friend: 

But doesn't the pill give you (your girlfriend) cancer? 

You: 

Friend: Anyway, you'll have to tell your (her) mother because you probably need her 

permission to get the pill. 

You: 

Friend: Isn't it really expensive to take the pill? 

() 

You: 

Friend: I know I'd never remember to take a pill every day. 

You: 

Friend: 

What will you use to prevent STO? The pill won't protect you against getting HIV 

infection! 

You: 

139 

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SKILLSINTEGRATION-II 

SYNOPSIS 

Lesson 10 provides students with further opportunities to practice the 

skills they are learning to help them say no and to make decisions 

about protection. In addition to partially scripted role plays, students 

are presented with "situations" in which they must decide as a group 

how to handle difficult predicaments. 

PREPARATION 

• Four copies each of Situation A and B (Group handout 

10.2). 

10.1 and 

• Classroom set of Two Hours to Kill (Role play 10.3) and A Small 

Party (Role play 10.4). 

• Copy classroom set of Observer Checklist (Form 10.5). 

14 l 

.-~-- 

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Mahopac 170 

( ) 

OUTLI N E OF I . Activity 

ACTIVITI ES ~~~~;w Refusal 

I I Time 

5-10 minutes 

I [ Materials 

None 

Generating 

Alternatives 

15-25 minutes 

Situation A (Group 

handout 10.1) 

Situation B (Group 

handout 10.2) 

Role-Play 

Groups 

in Small 

15-25 minutes 

Two Hours to Kill 

(Role play 10.3) and 

A Small Party 



(Fonn 10.5) 

(,- 

" ) 

Review Refusal Skills 

ACTIVITI ES Have students recall components of effective refusal skills-that is 

(1) use the word no, (2) repeat no, (3) use nonverbal no, (4) build 

relationships, and (5) suggest alternatives. 

Generating Alternatives 

l.Ten students this activity will have them consider 

aspect of refusal skills-suggesting an alternative. 

an important 

2. Divide class into four mixed-sex groups. Give Situations A and B 

(Group handouts 10.1 and 10.2) to each group. Give one person in 

each group the situation sheet and ask him or her to record the 

alternatives the group discusses. 

C, 

" 

3. Give groups a couple of minutes to read the situations and then list 

as many alternatives as they can for each. Explain that the goal is 

to think of as many options as they can and to look at the situation 

from as many points of view as possible. 

142 

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Mahopac 171 

4. Have a volunteer from each group present their suggestions regarding 

Situation A to the class. Reinforce the number of options 

provided by the class-having a lot of options in mind will help 

them find ways to live up to their decisions not to have unprotected 

sex. If one idea doesn't work, they can always try another. 

"Withdrawal" and "finding something similar to a rubber around 

the house" should, of course, be discouraged. Being able to think 

imaginatively is a step toward avoiding confrontations and situations 

that ruin your relationships and can lead to pregnancy or 

infection with HIV or another STD. 

II 

I 

I 

Role-Play in Small G~oups 

l.Suggest to students that the alternatives they have just suggested 

could be used in the next role plays, Two Hours to Kill (10.3) and 

A Small Party (10.4). 

2. Have the groups stay together and hand out both role plays. Again, 

instruct students to alternate the roles in the unscripted parts. Make 

sure each student has the chance to be in the unscripted role. Have 

students use the Observer Checklist (Form 10.5). Walk around 

and facilitate student -to-smdent feedback. 

( ") 

143 

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Mahopac 172 

GROUP HANDOUT 10.1 

Situation A 

Taylor and Bobby have gone out for a long time but have never had sex. One daythey go 

to Bobby's sister's apartment. She is in the bedroom with her boyfriend. In the living 

room, Taylor and Bobby start to kiss and warm up to each other. 

.. 

What can Taylor or Bobby do to avoid sex or unprotected 

sex? 

List alternative 

actions below: 

( ". "'o" ) 

145 

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Mahopac 173 

GROUP HANDOUT 10.2 

Situation B 

Tony and Dylan have been to a party and then go to Tony's home to be alone. They start 

to kiss and undress each other. Dylan reaches into his jacket pocket, and realizes that he 

doesn't have the rubber he planned to use. He says, "I think somebody stole the rubber 

I had." 

----~.,. 

( 

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What can Tony and Dylan do to avoid unprotected sex? 

List alternative 

actions below: 

(' ) 

147 

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Mahopac 174 

ROLE PLAY 10.3 

Two Hours to Kill 


You are at your boyfriend's (girlfriend's) house after school. You aren't ready to have sex 

and you've said so. You know no one will be home for two hours. You are kissing and 

touching and your boyfriend (girlfriend) lets you know he (she) wants to make love. You 

do not want to make love. 

Person 1: 

It's OK to have sex when you love each other. 

Person 2: 

Person 1: 

We don't get many chances to be alone. 

Person 2: 

Person 1: 

You're not worried about getting pregnant or infected, are you? 

Person 2: 

.Ó: "

Mahopac 175 

ROLlE PLAY 10.4 

A Small Party 


You've been going out with someone for six months and care for this person very much. 

There's going to be a small party at a good friend's house and the two of you can be 

alone. Your partner asks you to get some protection before the party. You're not ready to 

have sex. Your partner says: 

Partner 1: I guess you don't really care about me. 

Partner 2: 

Partner 1: I feel like a fool asking you. I never thought you'd act like this. 

Partner 2: 

Partner 1: Are you starting to see someone else? 

Partner 2: 

Partner 1: Well, I thought you'd really want to do it. 

Partner 2: 

Partner 1: What if I got the protection? 

Partner 2: 

Partner 1: This takes the fun out of going to the party. 

Partner 2: 

Partner 1: I guess it's not so important, right now. 

Partner 2: 

( 

151 

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Mahopac 176 

FORM 10.5 

Name: 

--------------------- 


Date: ~ _ 

ROLE PLAY # 

'SKillS 1 2 3 4 5 6 

Said "NO" 

Body language 

Said "NO" 


Suggested 

Alternative 

Relationship 


Building 

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153 

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Mahopac 177 

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SKILLSINTEGRATION-III 

Class 11 provides continued opportunities for students to practice 

SY N O PS IS handling situations that might otherwise lead to unprotected sex. 

( ') 

~~••-I·· 

PREPARATION 

• For each student, copy My Kid Sister (Worksheet 11.1). 

• For each student, copy Time for a Rubber (Role play 11.2). 


OUTLINE OF [ Activily 

ACTIVITI ES My Kid SISter 


Groups 

] f Time 

J [ Materials J 

10-25 minutes 

20-30 minutes. 

My Kid Sister 


Time for a Rubber 

(Role Play 11.2) 


(Form 11.3) 

155 

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Mahopac 178 

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_____________________________ "' uo_, __ •• __ ·~ "~M"'_·w_·~· •.~ ~_. œ . _ 

() 

ACTIVITIES 

My Kid Sister 

Hand out My Kid Sister (Worksheet 11.1). Tell students to complete 

the form according to the directions on the worksheet. Remind them 

of communication skills they might use (relationship building, suggesting 

an alternative, and helping her delay). Allow approximately 

ten minutes for students to complete the worksheet. When they are 

finished, discuss: 

a. best reasons not to have sex; 

b. reasons to have sex; and 

C. good ways to encourage kids not to have sex. 

c.) 

Ro/e-P/ay in Small Groups 

As before, divide students into groups and have students role-play 

Time for a Rubber (Role play 11.2). This is an equal opportunity 

role play and males or females can play either part. Again, instruct 

students to alternate roles in the unscripted part. Make sure each 

student has the chance to be in the unscripted role. Have students use 

the Observer Checklist (Form 11.3). Walk around and facilitate student-to-student 

feedback. This time, tell students that they don't have 

to use the scripts. After reading the situation, they can create their 

own lines if they wish . 

.( 

156 

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Mahopac 179 

WORKSHEET 11.1 

My Kid Sister 

Directions: Imagine that you have a younger sister who is 12 years old. She tells you she 

wants to have sex with her boyfriend. You don't think she should have sex yet. Write 

what you would say to her. 

Sister: 

He really wants me to and I love him. 

You: 

Sister: 

He's the cutest boy in school. 

You: 

Sister: 

I'm going to do it someday, anyway. What's wrong with now? 

You: 

Sister: 

He said he'd use a rubber. 

( ' .. '\\ 

, .: 

You: 

Sister: 

We really love each other. 

You: 

Sister: If liase him, I'll just die. 

You: 

157 

18 0

Mahopac 180 

ROLE PLAY 11.2 

Time for a Rubber 


You and your boyfriend (girlfriend) have had sex without using protection. You just found 

out a close friend is pregnant and you don't want it to happen to you. You want to talk 

about using a rubber, but you're nervous so you've put it off. Now you're alone together 

in a RED ALERT situation. You stop and say you want to talk. 

Person 1: 

Person 2: Now? What do you want to talk about at a time like this? 

Person 1: 

Person 2: We've done it before and you're (I'm) not pregnant. 

Person 1: 

Person 2: Let's talk about it next time, OK? Don't spoil the mood. 

Person 1: 

Person 2: I don't want to use protection. I don't think it would feel right. 

Person 1: 

Person 2: Nothing's going to happen. My sister has sex without protection. She's not 

pregnant, and she doesn't have HIVeither. 

Person 1: 

Person 2: Other couples do it without protection. 

Person 1: 

Person 2: I just think it will take away half the fun. 

Person 1: 

Person 2: Sounds like you're really serious. I guess a rubber is easy to get. 

Person 1: 

Person 2: 

.- 

.... 

(,,' 

159 

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Mahopac 181 

t'UHM 11.3 

Name: _ Date: __ 


ROLE PLAY # 

SKILLS 1 2 3 4 5 6 

Said "NO" 

Body Language 

Said "NO" 

Repeated 

Refusal 

Suggested 

Alternative 

Relationship 

Building 


161 

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Mahopac 182 

PREVENTING 

HIV 

AND 

OTHER STD 

SYNOPSIS 

Accurate information about sexually transmitted diseases, particularly 

how to prevent their transmission, is the foundation for reducing 

risk behaviors. To help students understand the commonalities of 

STD, including HIV, and how to protect themselves from sexually 

transmitted disease, they work in small groups to explore information 

about transmission and prevention of five specific STDs. Groups compare 

the ways these STDs are transmitted, how they are prevented, 

how to get treatment, and then make some conclusions about sexually 

transmitted disease in general, including HIV. 

PREPARATION 

• Obtain a classroom set of STD Facts and HIV: Get the 

Answers (pamphlets available from ETR Associates) or other 

pamphlets on STDs from a local resource. 

• Review Teacher Background Information About HIV (Teacher 

reference 12.1). 

• Copy a classroom set of How HIV Would Change My Life (Homework 

12.1). 

( ! 

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Mahopac 183 

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ou-rUNE OF I 

ACT/VITI ES 

Activity 

Facts ~bout STD 

Includmg nrv 

I l Time 

40-80 minutes (up 

to two classes) 

l I Materials I 

Classroom set of. 

STD Facts and HIV: 

Get the Answers or 

other pamphlets 

Teacher Background 

Information 

About HIV 

(Teacher reference 

12.1) 

Assign Homework 

5 minutes 

How HIV Would 

Change My Life 


(', .) 

ACTIVITIES 

Facts About STD, Including HIV 

l.Tell students that sexually transmitted disease (SID) is not a single 

disease but actually a group of communicable diseases that are 

spread through intimate (usually sexual) contact. Another name 

for STD is "venereal disease," which, historically, came from the 

name Venus, the goddess of love. STD is the new terminology 

and can be used interchangeably with VD when referring to diseases 

that are transmitted by intimate sexual contact. About one 

in eight teenagers currently has an STD. 

, __o. 

2. Write the names of five common STDs across the top of the 

board: syphilis, gonorrhea, herpes, chlamydia and HIV. Divide 

the class into five groups. Provide each student with pamphletïs) 

on STD. Ask each group to pick one of these five STDs to study. 

On the board, cross out each STD as it is picked so it will be used 

only once. Instruct each group to identify the following five characteristics 

about the STD they have chosen and record them on 

paper. 

a. how I could get it 

b. how I can prevent it 

C. how it would change my life 

d. how I would know I have it (symptoms) 

e. how I would get treatment 

C -, 

, 

164 

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Mahopac 184 

NOTE TO 

THE TEACHER 

One option is to give each group a piece 

of butcher paper with the name of an STD 

at the top. Have them write in large letters. 

Then post all papers side by side. 

3. Give groups about ten minutes to research the STD. Then, ask 

each group to provide a summary statement for each of the five 

points on each STD. 

4. After all groups have reported, pull five summary statements that 

are true about all these STDs on each point. For example: 

a. You can get STD, including HIV, from intimate sexual contact 

with someone who has the disease. 

b. You can prevent STD, including HIV, by abstaining, having a 

lifelong monogamous sexual relationship, or reducing the risk 

by using a latex condom and a sponge or foam. 

C. STD, including HIV, can damage an unborn baby, make you 

sterile, and weaken your general health. 

d. Having an STD has a social stigma and is embarrassing. 

e. You should go to a clinic or see a physician if you see 'any 

symptoms. 

f. At first, a person with an STD will look and feel healthy but 

can still transmit the disease to others. 

b. HIV is significantly more lethal than other STDs. For adults, 

the average length of time between becoming HIV-infected 

and being diagnosed with AIDS can be as long as ten years. 

There are no medically documented cases of people who have 

recovered from HIV. 

C. HIV receives much more attention from the press. 

d. People are more afraid of HIV than of other STDs. 

e. Many heterosexuals do not consider themselves to be at risk 

for HIV. 

g. HIV may be transmitted by sharing injection needles. 

( 

165 

5. Ask how HIV differs from the other STDs. 

a. You get HIV infection from blood, semen and vaginal secretions. 

175~-

Mahopac 185 

.,,."f!!IJ 

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1 ~ Assign Homework 

I' 

(., ) 

l.Hand out the homework How HIV Would Change My Life 

(Homework 12.1). 

2. Collect homework in another class and discuss as time permits. 

C, .,,) 

(~ 

166 

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Mahopac 186 

TEACHER REFERENCE 12.1 

Teacher Background 

Information About HIV 

This section provides the teacher with HIV infonnation in addition to the information stated in the ETR 

Associates pamphlet, "HIV: Get the Answers." 

I.What Is HIV? 

HIV (human immunodeficiency virus) is the virus that causes AIDS (acquired immune deficiency 

syndrome). 

People who have HIV in their bodies are said to have HIV infection or be HIV -positive, HIV damages 

the body's immune system. The immune system protects the body from disease. HIV infection is a 

disease with many stages. An HIV -positive person can range from being healthy to being very sick. 

People can have HIV for years without getting sick. They may look and feel healthy. They may not even 

know they are infected. 

II. What Is AIDS? 

AIDS is the stage when an HIV-positive person's immune system gets very weak. When this happens, 

other diseases and infections can enter the body. 

The diagnosis of AIDS is made when a person develops one or more of several specific conditions that 

indicate critical impairment of the immune system. The most common conditions include Pneumocystis 

carinii pneumonia (PCP) and Kaposi's sarcoma (KS). HIV dementia and a wasting syndrome associated 

with HIV infection can also occur. (The U.S. Centers for Disease Control is considering a new set of 

guidelines for diagnosing AIDS, but its implementation has been delayed due to controversy over these 

guidelines.) Over half the people with a diagnosis of AIDS have died, and ver'} few have survived more 

than five years after diagnosis. 

III. How Do People Get Infected with HIV? (How Is HIV Transmitted?) 

Anyone can become infected with HIV, regardless of age, sex, race, sexual orientation, or anything else. 

HIV is transmitted through blood, semen and vaginal secretions. It is most commonly transmitted from 

an infected person to an uninfected person in the following ways: 

• through anal, vaginal or oral intercourse. HIV is in the blood, semen and vaginal fluids of someone 

with HIV infection. Anyone who has sex (heterosexual or gay/lesbian) with someone who has HIV 

can get HIV. 

• by sharing needles used for injection drùg use, tattoos or piercing or injecting vitamins or steroids. 

Blood with HIV in it may be left in the needle or syringe and passed on the next user. 

• from mother to child either before or during birth. There are also a few known cases in which HIV 

has been passed from mother to child through breast milk. 

The virus can also be transmitted by: receiving blood transfusions, blood components, tissues or organs 

from donors infected with the virus. Transmission in this manner is very rare (about one in 40,000 

persons) since 1985, when testing for the HIVantibody was implemented. 

( ,I 

167 

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Mahopac 187 

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IV. How HIV Is Not Transmitted 

HIV is not transmitted by normal day-to-day contact between people (at home, school or work, or 

elsewhere in the community), nor is it transmitted through the air. 

HIV is not transmitted 

in the following ways: 

• touching, coughing, sneezing or dry kissing 

• contact with toilet seats, eating utensils, water fountains or telephones 

• using facilities such as swimming pools, restrooms or gymnasiums 

• being close to other people in a classroom, restaurant, a crowded bus or other facility 

• mosquitoes or other biting insects 

• donating blood; all equipment is sterile 

• tears or saliva 

( 

-) 

• 

( .. :J • 

• 

• 

• 

• 

v. Who Is at Risk? 

It is not who you are but what you do that puts you at risk. Anyone who has sex or shares needles with 

an HIV-infected person can become HIV-infected. 

You are at risk for HIV infection if: 

• You have sex with someone who is infected. 

You have shared needles to inject drugs or vitamins or for tattooing or piercing. 

You have ever had sex (heterosexual or gay/lesbian) with an injection drug user. 

You have ever had sex with a man or woman who has had sex with another person. 

You have ever had sex with someone with hemophilia. 

You have ever had sex with someone who had a blood transfusion before 1985. 

You are (or have ever been) a sex partner (heterosexual or gay/lesbian) of someone who is HIVpositive 

or someone at risk for HIV infection. 

• You have hemophilia or received a blood transfusion before 1985. 

• You have ever been sexually assaulted. 

• You have ever had a sexually transmitted disease (STD). 

• Babies born to women with HIV disease are also at risk. 

VI. How Can People Eliminate or Reduce the Risk of Becoming HIV-Infected? 

Risk elimination 

• Do not engage in sexual intercourse. 

• Do not use injection drugs. 

(' . .I 

168 

Mahopac 188 

• 

If sexually active, remain in a relationship with only one partner who is not infected, not using 

injection drugs, not sharing needles' or syringes, and not having sexual intercourse with other 

partners. 

Risk reduction 

Openly discuss with a partner the possibility of HIV infection. Listen for clues of past or present risk 

• 

behaviors. 

Avoid having more than one sex partner. The more sex partners a person has, the greater the chance 

• 

of contracting HIVor another STD. 

• 

• 

Avoid contact with a partner's 

blood and semen or vaginal secretions. 

Properly use latex condoms (not lambskin or natural membrane) and spermieides containing 

nonoxynol-9 

during each instance of sexual intercourse. 

If unwilling to seek treatment for injection drug use, do not share needles. If needles are shared, clean 

• 

them with bleach and water before each use. 

• Do not share needles or other sharp piercing instruments for tattooing, piercing or acupuncture unless 

they are sterilized. 

• Do not use alcohol, marijuana or other drugs that impair judgment and weaken the immune system. 

VII. What Is the HIV Antibody Test? 

The HIVantibody tests currently being used can indicate whether a person has been infected with HIV 

by detecting the antibodies the human body makes as a result of such infection. These tests do not show 

whether a person has or will develop AIDS. 

Due to the possibility of occasional false positive and false negative results, a series oftests areperforrned 

on the same blood sample. An initial test is generally performed twice. If either test ispositive, a different 

confirmatory test is used to check the results. A confirmed positive test means antibodies to HIVare 

present. The tested individual is then known tohave been infected with HIV, and is presumed to be able 

to infect other people. ., 

If the two initial tests are negative, no confirmatory test is performed and the test is reported as negative. 

This means no antibodies to HIV were detected, and most likely the person tested is not infected. A person 

recently exposed and infected (generally within three months prior to testing), however, may not yet have 

developed antibodies that can be detected by the test. If an individual has tested negative on the HIV 

antibody test but has had some HIV -related risk within the past six months,it would be best to be tested 

· again after the six-month period has passed, to be quite confident of the results. The sooner people are 

tested, the sooner those who are HIV -positive can begin health practices and treatment that can slow the 

progress of the disease and keep them healthy. 

Tests are avail able at public heal th clinics, hospitals, doctors' offices and other locations. When selecting 

a testing site, a person may wish to find out whether the test is anonymous, how results are verified and 

recorded, and if counseling 

is part of the procedure. 

169 

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VIII. What Are the Symptoms of HIV Infection? 

Many of the symptoms of HIV infection are also symptoms of minor illnesses or infections. With HIV 

the symptoms either don't go away or keep coming bacle. See a doctor if any of these symptoms persist: 

• unexplained weight loss greater than ten pounds 

• recurring fever and/or drenching night sweats 

• unexplained persistent tiredness 

• chronic diarrhea 

• swollen glands, usually in the neck, armpits or groin 

• unexplained persistent dry cough 

• white spots or unusual sores on the tongue or mouth 

Women with yeast infections that keep coming back, pelvic inflammatory disease (PID), genital warts, 

ovarian or cervical disease, or abnormal Pap smears should ask about HIV testing. 

IX. How Long Can a Person Be Infected with HIV Before Being Diagnosed with AIDS? 

The length of time between becoming HIV -infected and being diagnosed with AIDS sometimes called 

the "incubation period" for AIDS, varies from person to person. In rare cases, it may be as little as a few 

weeks ormonths. Some people have had HIV infection for 12years or longer and still donot have an AIDS 

diagnosis. The average length oftime between being infected with HIVand being diagnosed with AIDS 

is approximately eight to ten years. The new diagnosis for AIDS may shorten this period slightly. 

X. Is HIVa "Death Sentence"? Will Everyone with HIV Die? 

For most people with HIV, the condition has been progressive and deteriorative-c-over time people get 

sicker, and the immune system becomes increasingly impaired. There are no medically documented 

cases of people who have recovered from HIV. However, there are many people living with HIV today 

who have done well for years. 

XI. Is There a Vaccine, Cure or Treatment? 

At the present time, prevention is the only "vaccine" for HIV. There is no cure for HIV, and a true cure 

is certainly many years away, if it is even possible. A number of medications have been developed which 

slow progression of HIV. There are also treatments that can help prevent some of the common illnesses 

that develop in people with HIV. Some people with HIValso use non-Western and nonmedical 

approaches to address their infection. Acupuncture, herbal. and Chinese medicine, homeopathy, 

visual ization, vitamins and support groups have all been used, sometimes along with traditional Western 

medicine. 

(~. ) 

170 

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Mahopac 190 

HOMEWORK 12.2 

How HIV Would Change My Life 

1. If I had HIV, I would have to make the following changes in the way I act with my 

romantic partners: 

A. ----------------------------------------- 

B. ------------------------------------- 

C. ----------------- 

2. If I had HIV, it would harm me in these ways: 

A. ------------------- 

B. --------------------- 

c. ------------------------------------------- 

3. The most difficult thing for me about being HIV-positive would be: 

A. --- 

B. __ --------------------------------------------------- 

C. ----------------------------------------------- 

4. If I had HIV, my life would change in the following ways: 

A. ------------------------------------------------- 

B. ------------------------------------------------- 

c. ----------------------------------------------- 

171 

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Mahopac 191 

HIV RISK BEHAVIORS 

SYNOPSIS 

The purpose of this activity is to help students apply their knowledge 

about HIV transmission and identify which behaviors put them at 

greatest risk for exposure to mv. Participants place behaviors on a 

continuum of risk, from no risk to risky, and discuss why some 

behaviors are more risky than others. 

Adolescents need help with understanding that there are no second 

chances when it comes to HIV infection. 

Because symptoms of HIV infection often do not develop for many 

years, adolescents rarely seek testing for the virus. The lack of data 

about HIV infection rates is also likely to contribute to teens' views of 

themselves as having little risk. Students need to know that about 20 

percent of all diagnosed AIDS cases in the United States are people 

between the ages of 20 and 29. This implies that most were probably 

infected as teens. 

Some adolescents fail to recognize their risk for HIV exposure when 

they decide to have sex with a steady boyfriend or girlfriend. They 

believe they are engaging in low-risk behavior because of information 

that having sex with one long-term partner is the next best approach 

after abstinence. To adolescents, a steady relationship of six months or 

even less may qualify as long-term. Unfortunately, a series of such 

relationships does little to protect anyone from contracting HIV. 

Many adolescents do not understand the potential impact of drug or 

alcohol use on their behavior and fail to recognize such use as a risk 

factor for HIV transmission. 

173 

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Mahopac 192 

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PREPARATION 

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One package each of white, blue and pink 3 x 5 index cards. 

• Draw a traffic light on each of three 5 x 7 index cards. Make one light 

red, another green and the third yellow. Tape the traffic lights along 

the wall to create a risk continuum from green to red. 

• Select behaviors from Risk Behaviors (Teacher Reference 13.1.) If 

the behavior is associated with sexual activity, write it on a white 

index card. If it is associated with use of needles, write it on a blue 

card. If it is associated with another mode of transmission, write it on 

a pink card. You may want to prepare rolled pieces of tape to stick 

on the back of the cards to facilitate their placement on the wall. 

• For each student, make a copy of Risk Behaviors Answer Sheet 

(Handout 13.2). 

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OUTLINE OF I Activity 

ACTIVITI ES Risk Continuum 

I I Time 

I I Materials I 

25 minutes Risk Behaviors 

(Teacher Reference 

13.1) 

Personal Risks 5 minutes Risk Behaviors 

Answer Sheet 

(Handout 13.2) 


( 

ACTIVITIES 

Risk Continuum 

1 . Explain to students that the three traffic lights on the index cards 

taped to the wall represent points along a risk continuum: 

• Red is risky. 

• Yellow is uncertain. 

• Green is virtually no risk. 

Ask students to indicate the level of risk for HIV transmission 

associated with various behaviors (from Risk Behaviors, Teacher 

Reference 13.1).For example: 

"Using the same condom twice" would go under the red light, 

"cleaning blood spill without gloves" would go under the yellow 

light and "dry kissing" would go under thè green light. 

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174 

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Mahopac 193 

2. Organize students into groups of five to seven. Pass out index 

cards with behaviors written on them; give each student at least 

one card. Explain the color coding of the cards. 

3. Ask students to decide within their groups the level of risk of the 

behaviors on their cards. Ask students to tape their cards along the 

wall on the risk continuum. 

4. When all cards have been placed along the wall, review each 

behavior and its place along the continuum. Ask the participants 

if any cards should be moved, discuss why, and do so, if 

appropriate. 

NOTE TO 

THE TEACHER 

• Be sure not to leave a card incorrectly 

placed along the continuum. 

• Heated discussion may emerge about 

the proper placement of a behavior along 

the risk continuum. Stress that any behavior 

not placed under the green light 

puts us at risk of HfV infection. End any 

discussion that becomes nonproductive. 

• When the students are evaluating a behavior, 

they may ask you whether the 

sex partner is infected with HIV. Say 

that you do not know. 

5. Distribute to the students the Risk Behavior Answer Sheet for 

future reference. Ask students to consider privately whether any 

of the behaviors listed under the '.'Some Risk" or "Risky" columns 

apply to them. 

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Mahopac 194 

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lesson Summary 

As we discussed in the previous lesson, it is not who you are but what 

you do that puts you at risk. 

Anyone who has sex or shares needles with an HIV -infected person can 

get HIV. Therefore, in order to eliminate your risk of getting HIV, do 

not engage in sexual intercourse and do not use injection drugs. If you 

are sexually active, remain in a lifetime relationship with only one 

partner who is Q..otinfected, not using injectionaiiïgs; nofslïäñng 

neeolesorsyringes, and not having sexual intercourse with other 

people. Use latex condoms and spermicide containing nonoxynol-9 

during each instance of sexual intercourse. 

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Mahopac 195 

HIV Risk Behaviors 

TEACHER REFERENCE: 13.1 

Associated 

with sexual activity 

Massage 

French kissing 

Mutual masturbation 

Unprotected 

Dry kissing 

oral sex 

Abstaining from sex 

Unprotected 

Fantasizing 

vaginal sex 

Properly using condoms with nonoxynol-9 

or other spermicide 

Analsex 

Masturbation 

Hugging 

Using the same condom twice 

Maintaining a lifetime, mutually monogamous 

relationship with an uninfected partner who 

does not use injection drugs 

Intercourse using an oil-based lubricant and 

condom 

Associated 

with use of needles 

Tattooing 

Sharing needles for injection drug use 

Sharing needles for steroid injections 

Sharing needles for ear piercing 

Reusing a needle that has been cleaned with bleach 

Reusing a needle that has been cleaned with water 

Associated 

with other modes of transmission 

Receiving a blood transfusion today 

Donating blood 

Cleaning spilled blood without wearing gloves 

Breastfeeding by an infected mother 

~~:,t~~~~~~e:~~~\~~e:~om Training Educators in H/V Prevention by J. L. Collins and P.O. Britton. 1990. Santa (-) 

177 

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Mahopac 196 

HANDOUT 13.2 

HIV Risk Behaviors Answer Sheet 

No Risk . Some Risk Risky 

O • 

. 

O 

O O 

::~::: .'. 

Massage French kissing Unprotected Intercourse Unprotected 

oral sex» using an oil- vaginal sex 

Receiving a Properly using based iubriblood 

transfu- condoms with « Cleaning cant and Using tQe same 

sion today» nonoxynol-9 spilled blood condom condom twice 

or other 

without 

Dry kissing spermicide wearing Anal sex 

gloves 

Sharing 

Abstaining Mutual 

from sex masturbation « Reusing a needles for 

needle that 

anything, 

Fantasizing has been including 

cleaned with 

injecting 

Masturbation bleach drugs, ear 

piercing, 

Hugging « Breast- tattooing, 

feeding by an 

and injecting 

Donating blood infected steroids or 

mother 

vitamins 

Maintaining 

a lifetime, 

mutually 

monogamous 

relationship 

with an 

uninfected 

partner who 

does not use 

injection drugs 

Reusing a 

needle that 

has been 

cleaned with 

water 

I 

i 

«This behavior could move slightly toward the left of the continuum. 

» This behavior could move slightly toward the right of the continuum. 

Adapted with pennission from Training Educators in HIV Prevention by J. L. Collins and P.O. Britton. 1990. Santa 

Cruz, CA: ETR Associates. 

179 

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Mahopac 197 

TI~ 

IMPLEMENTING 

FROM STD AND 

PROTECTION 

PREGNANCY 

SYNOPSIS 

The purpose of the activities in Class 14 is to help students develop 

plans for preventing pregnancy and reducing the risk of STD, including 

HIV, through the use of a condom. In the first activity, students 

project on a worksheet what they would say and do to take steps 

toward protection. Then they use their experience in thinking about 

these plans to create the content in the role-play activity. 

PREPARATION 

• For each student, copy The Steps to Protection (Worksheet 14.1) 

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Mahopac 198 

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Activity 

I [ Time 

I I 

Materials 

I 

OUTLINE OF 

The Steps to 10-25 minutes The Steps to 

ACTIVITIES Protection Protection 


Role Plays 15-25 minutes None 


, 

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ACTIVITIES 

The Steps to Protection 

l .Tell students the path to self-protection is not without twists and 

turns. There are several decisions to make, actions to take and 

troubles to shake. The following exercise gives students a chance 

to think through the steps to self-protection and to plan ways to 

achieve their goal of avoiding (or greatly reducing) the risk of 

pregnancy and exposure to HIVand other sexually transmitted 

diseases, by the use of condoms. Hand out The Steps to Protection 

(Worksheet 14.1) for students to complete. This worksheet 

should be done alone since it includes some rather personal decisions 

that each person must make. The idea is to help students 

develop plans for using condoms for a time in their lives when 

they might need it. This worksheet is specific to planning for the 

use of condoms and foam. 

2. When most students have completed the first step ("Talking About 

a Plan for Protection"), discuss it. Volunteers should share ideas 

for taking steps for self-protection. See if students have the idea of 

talking about it ahead of time before going on to the next two steps 

on the worksheet. 

c. ) 

Role Plays 

l .Role plays follow up on the individual plans and the class discussion 

of The Steps to Protection (Worksheet 14.1). Put students 

into small groups of no more than four. Tell them to develop a role 

play that addresses one of the three steps of preparation for using 

condoms. Instruct groups to write a script that describes a discus- 

182 

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Mahopac 199 

sian that might occur in Step 1 while "Talking About a Plan for 

Protection" or in Step 3, "Using Protection." Have them write a 

full' script on a separate sheet of paper. 

2. When students have had a chance to finish the scripts, have them 

return to the full group and read their role plays aloud to the rest of 

the class. 


Tell students that many of them plan just what they are going to do 

and say to get a friend to lend them a special coat or a car, to get 

someone to go out with them, or to persuade their parentes) to give 

money to a great cause like themselves. Remind students that they 

can also plan every detail of how to protect themselves. Today was 

just a start. 

Tell them that if they go all the way with planning, they won't go all 

the way into trouble. 

NOTE TO 

THE TEACHER 

Remind students that the Shopping Information 

Form (Homework 7.1) and 

Visit or Call a Clinic (Homework 8.1) 

are due in the next class. 

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Mahopac 200 


The Steps to Protection 

Directions: Picture a time in your life when you would be ready to have sex. It may be 

now, next year or when you're married. Suppose you are concerned about preventing a 

pregnancy or preventing STO and want to use a condom and foam. The steps to protection 

are described. You are to write how you would do it. 

Setting the Stage: 

You and your boyfriend or girlfriend have not had sex before, but you have been going 

out for a long time and have an anniversary coming up next Saturday night. You think it 

is about time for sex but you are not exactly sure what the other one thinks. You want to 

be sure that you are protected from HIVand other sexually transmitted disease.nnd from 

pregnancy, by saying no or using a condom and foam. The steps to protection are 

described. You are to write how you would do it. Section 3 is optional. 

STEP 1: Talking About 

a Plan for Protection 

1. Talk to your partner about using a condom and foam 

Where will you talk about it? 

_ 

When will you talk about it? 

_ 

What will you say? 

_ 

What problems might arise in planning for protection? _ 

What would you do then? 

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Mahopac 201 


STEP 2: Preparing for Protection 

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.J 2. Get the condoms and foam 

Who will get them? 

When?_~ 

_ 

_ 

Where? 

What problems might arise in getting them? _ 

What would you do then? ~ _ 

STEP 3: Using Protection 

( ) 

3. Use the condoms and foam 

Whose job would it be to carry the protection? 

_ 

Who would bring out the condoms and foam? 

_ 

What would he or she say? --,- _ 

What would be the most romantic way tause the condom and foam? _ 

What might go wrong? 

_ 

What would you do to save the evening? 

_ 

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Mahopac 202 

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STICKING WITH 

ABSTINENCE AND PROTECTION 

SYNOPSIS 

Class 15 provides the important opportunity for students to discuss 

their experiences with the two homework assignments that require 

them to find information about protection. Additionally, students discuss 

and practice the "self-talk" method to help them plan and then 

stick with the plan to avoid sex or unprotected sex. 

PREPARATION 

• For each student, copy Sticking with Abstinence and Protection 

(Worksheet 15.1). 

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187 

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Mahopac 203 

c ,) 

I Activity 1 l 

OUTLINE OF .. . 

Review ~hoppmg 

ACTIVITI ES Information and 

Visit or Call a Clinic 

Homework 

Sticking with Abstinence 

and Protection 

Time ] I Materials I 

10-20 minutes Completed Shopping 

Information 

Form (Homework 

7.1) and Visit or 

Call a Clinic 


20-35 minutes Sticking with Abstinence 


(Worksheet 

14.1) 

() 

e) 

ACTIVITIES 

Review Shopping Information and 

"Visit or Call a Clinic" Homework 

l.Ask students what they learned from the trips to price methods of 

protection or to the family planning clinic and, especially, ask 

what helped them to complete the assignment despite possible 

embarrassment. Discuss the Shopping Information homework 

assigned in Class 7. Include the following questions in your discussion: 

a. What did they learn about types and costs of protection? 

Pull for: (1) It is easily available. 

(2) It is inexpensive. 

(3) It was not too embarrassing to look at. 

b. How did they feel about going into the store and looking at 

condoms, foam and sponges? 

C. What was the worst thing that any of them expected would 

happen? Did anything like that happen? Did anything good 

happen? 

d. Find out how many of them would recommend the stores they 

visited. Ifa 10t would recommend theirs, comment that it seems 

pretty easy to find a store that sells protection in a friendly 

way. 

e. Find out the typical hours of operation for these stores. Ask 

who went to a store that they think stayed open the latest. 

Ask them where they could go to get protection even later 

than that. 

188 

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Mahopac 204 

2. Then proceed to discuss the Visit or Call a Clinic homework 

(first assigned in Class 8). In the discussion, help students to 

infann each other about: 

a. The names and locations of the clinics they visited. 

b. What they expected the clinic would be like and if it was like 

that. 

C. Ask if anyone had a bad experience visiting the clinic or has 

questions about the clinic experience. 

d. Ask if anyone had a good experience and any ideas to share 

with other people about visiting a clinic. 

e. Ask about the confidentiality policies at the clinics and the 

importance of these policies. Why are these important? (Pull 

for the idea that sex and sexuality are private and that people 

should and do have control 

over their choices to use birth 

control from clinics or drugstores.) 

f. Ask what languages were spoken at the clinics. Ask why so 

many languages were spoken. (Pull for idea that clinics are 

trying to be sure that everyone feels comfortable and. gets all 

the information they need to prevent unwanted pregnancies 

and infection with HIV or other STD.) 

g. Ask if anyone found a clinic that is especially easy to get to 

from their home or high school without a car. 

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Sticking with Abstinence 


l.Use the following to introduce "self-talk" 

to students: 

"By now, I hope you all have the goal to delay sex, or at least to 

avoid pregnancy, HIVand other sexually transmitted disease. 

Sometimes people may try to talk us out of sticking to our goals. 

But at other times we may even talk ourselves out of being abstinent 

or using birth control. You may have doubts about being able 

to accomplish your goals. You may wonder if you will know what 

to do when the time comes to avoid sex or pregnancy. For example, 

imagine that you wanted to use a condom for the first time. 

What are some of your doubts or worries that would keep you 

from trying it out?" 

Give them one idea such as, "It's going to spoil it if we have to 

stop and put on a rubber." Have the class volunteer additional 

ideas. Generate eight to ten ideas for doubts that might get in the 

way of using a condom. Write the first four ideas on the board. 

189 

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Mahopac 205 

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Leave space for writing "doubt" and for writing "doubt busters." 

These are things you can do or say to yourself to make using a 

condom easier. The last four to six ideas canjust be listed. "Doubts" 

and "doubt busters" might include the following examples: 

DOUBT: I' ll look like a beginner if l don't know what to do with 

the condom. 

DOUBT-BUSTER ACTION: I'll practice putting a condom on 

my fingers so I'm sure I'll know how. 

DOUBT: It will/oak as if l planned it Ifl have the condom ready. 

DOUBT-BUSTER ACTION: I could tell him orher that we could 

go shopping for it together. 

DOUBT: It won't feel as good if we use a condom. 

DOUBT-BUSTER ACTION: Be sure we don't rush so we can 

enjoy the whole time together before and after the condom. 

DOUBT: He or she won't keep going out with me If l don't have 

sex. 

DOUBT-BUSTER ACTION: Think of other ways to keep the 

relationship interesting. 

(, ) 

, ' 

DOUBT: He or she might think l am HIV-infected or have another 

STD if l suggest using a condom. 

DOUBT-BUSTER ACTION: I can say that I don't have anything 

infectious, but this is good protection anyway. 

DOUBT: It won't work if l don't do it right. 

DOUBT: It might start an argument if l say no. 

DOUBT: The condom might break. 

For the first four ideas, work with the class to generate the "doubt 

busters" that counter the "doubts" and then identify what can be 

said or done to improve the likelihood of success. Leave the rest 

of the ideas on the board. 

c ) 

190 

2. Now repeat the exercise for abstinence. Ask students for doubts 

about their ability to stay abstinent in the face of the temptation to 

have sex. Many of the items may be similar to the ones you have 

already listed and will address issues like: (1) I wil1 seem inexperienced 

or silly; (2) he or she will think that I don't love him or her 

enough to do anything; (3) it might start an argument and hurt our 

relationship. Add these ideas to the list of doubts that you generated 

before. 

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Mahopac 206 

3. Hand out Sticking with Abstinence and Protection (Worksheet 

15.1) to each student. Explain that they are to choose two doubts 

about sticking with abstinence or protection and write them in the 

spaces on their worksheets. Have students work in pairs to help 

each other figure out ACTIONS to counter those doubts and 

strengthen their preparation for staying abstinent or using protection, 

and write these actions on their worksheets. 

191 

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Mahopac 207 

Sticking with Abstinence and Protection 

WORKSliEET 15.1 

Directions: Write some DOUBTS that might make it harder for you to abstain or use 

protection. Then, pair up with a partner and write ACTIONS (DOUBT BUSTERS) that 

counter that DOUBT and make you even more prepared to get what you want. 

DOUBT: 

__ 

DOUBT-BUSTER ACTION: __ 

DOUBT: __ ~-------------------------------------------- 

DOUBT-BUSTER ACTION: _ 

(, i 

193 

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Mahopac 208 

.~~..--... 

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SKILLSINTEGRATION-IV 

SYNOPSIS 

Through a discussion about sticking with choices and practice with a 

final role-playing situation, Class 16 provides an opportunity for students 

to extend skills learned for abstinence or avoiding unprotected 

intercourse. 

PREPARATION 

• Copy a classroom set of A Love Story (Handout 16.1) and Being 

Careful on the Couch (Role plays 16.3 and 16.4). 

• Copy for each student Chris and Pat rvvark sheet 16.2). 

• Write on the board the incomplete "I Learned" statements. 

• Copy for each student Observer Checklist (Form 16.5). 

( 

195 

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Mahopac 209 

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OUTLINE 

ACTIVITIES 

OF 

[ Activity 

J [ Time 

I [ Materials 

Review HIV Home- 5-10 minutes 

¡ 

work 

How HIV Would 

Change My Life 


1 

com- 

previously 

pleted 

15-25 minutes A Love Story 

(Handout 16.1) and 

Chris and Pat 


20-25 minutes 

Being Careful on 

the Couch (Role 

play 16.3.) 


(Form 16.4) 

S-IS minutes 

Incomplete state-o 

ments on the board. 

() 

ACTIVITIES 

Review STD Homework 

Using their completed homework How HIV Would Change My 

Life (from Class 12), ask students to volunteer any ways that an SID 

infection would (1) require them to act differently, (2) harm them, or 

(3) make their lives more difficult. 

(' 

~ ) 

196 

Chris and Pat 

Chris and Pat 


Groups 

"I Learned" Statements 

l.Introduce this activity by explaining to students that they will read 

a story about two young people who care about each other, then 

answer questions on a worksheet. Pass out A Love Story (Handout 

16.1) and Chris and Pat (Worksheet 16.2). Tell students to 

think about the following as they listen to the story: 

a. Chris and Pat's reasonsfor having sex; 

b. their reasons for not having sex; 

C. what Chris and Pat can do' to make sure they don't have sex. 

_m;'''lIm4 _, 

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Mahopac 210 

2. Read the story aloud or have a student read it while the rest of the 

class follows along. Then have students answer questions 1 through 

4 on Chris and Pat (Worksheet 16.2). After students have had a Co.'') 

chance to answer the questions, review several answers to ques- "'_/ 

tions and write several students' responses on the board. Discuss 

responses as needed. 

3. Explain to students that the last two questions on the worksheet 

are not about Chris and Pat, but about themselves. Have students 

complete these two questions based on what they think they would 

say or do. If time allows, ask students to share responses that may 

not have been discussed in class. Collect. the copies of A Love 

Story (Handout 16.1) for use with other classes. 

Role-Play in Small Groups 

l.Briefly describe the role play. 

2. Divide class into groups of no more than six with equal numbers 

of pairs. Provide copies of Being Careful on the Couch (Role 

play 16.3) for each group. 

3.As usual, instruct students to alternate roles in the unscripted part 

and to use Observer Checklist (Form 16.4). Move from group to 

group to help facilitate the discussion as needed. 

"I Learned" Statements 

l.Explain that the purpose of the "I Learned" exercise is to help 

students focus on what has been most helpful or significant for 

them during this unit. Since they sometimes get a great deal of 

information at once, more than they can possibly remember, it can 

be advantageous to single out that which is most important. 

2. Put the following incomplete sentences on the board. Ask the 

students to think about what they have just learned or relearned 

about sexuality, or about themselves or their values. Read the 

sentence stems and ask students !o pick three and finish them on 

their own paper. 

I learned that ... 

I noticed that L .. 

I discovered that L .. 

I was surprised that I ... 

I was displeased that L .. 

I was pleased that L.. 

197 

( . 

"~-. _ .. /;. 

"\ Q/I

Mahopac 211 

() 

Option: Have students write out the "I Learned" statements and 

turn them in. The teacher should then just check to see that they 

were thoughtfully completed, and return them to students. 

Lesson and Course Summary . 

Chris and Pat and "I Learned" provide an opportunity for students to 

review skills presented in the course and to think about what they 

have learned and what they may have discovered about themselves 

and their thoughts and actions on abstinence, sex and protection. 

(~) 

( 

\, ) 

198 

~{~

Mahopac 212 

HANDOUT 16.1 

A Love Story 

.r=>. 

l, / . 

..... ~--" 

Chris and Pat are sophomores. They've been going out for eight months 

and have a very special relationship. They spend a lot of time together and 

trust each other. They tell each other everything. In many ways, they are 

best friends. 

At the beginning, they decided they didn't want to have sex. They haven't 

talked about it a lot but Chris believes it's worth it to save sex for marriage. 

Chris loves Pat a lot, but she worries that their relationship would change if 

they have sex. Pat knows and respects Chris's feelings. 

They haven't actually made love, though they do kiss and touch each other 

a lot and have gotten close to going all the way. Lately, Pat has been 

hearing that many of their friends are having sex. Pat feels a little jealous. 

He worries that he is "falling behind" other kids his age and that he will 

always be a virgin. 

So Pat has been putting some pressure on Chris to have sex, and they've 

started talking about it more. Pat is confused. On the one hand, he respects 

Chris's feelings and doesn't want to talk her into doing something 

she doesn't want to do. On the other hand, he doesn't think it's that important 

to wait for marriage. Their relationship has become a little tense. They 

argue more and Pat's talking more to other girls and spending less time 

with Chris. 

\ ...- 

Chris worries about losing Pat. She talked to a friend about her concerns. 

The friend said, "So what's the big deal? Having sex isn't that big a thing. 

You know everybody is doing it." Chris knows that isn't true but sometimes 

she feels like she's the only one who isn't. "Maybe it isn't all that special," 

she says to herself. "But, then again, maybe it is." She wishes she could 

talk to her mother about it, but she doesn't know how her mother would 

react. So Chris feels pretty lost and doesn't know what to do. 

Chris and Pat still spend some time together, and one Saturday night they 

go to the movies. After the movie, they decide to go back to Chris's house 

to talk. When they get there at around ten o'clock, they find out that Chris's 

parents have gone to a party and won't be back till much later. So Chris 

and Pat are alone in the house. 

199 

C.: 

RU

Mahopac 213 


, - 

( 

; 

) 

Chris and Pat 

Directions: After hearing the story of Chris and Pat, answer the first four questions. 

Don't answer questions 5 and 6 until the teacher tells you to. 

:I! 

,\ 

'I 

!¡ 

! 

1. Describe one important reason that Chris might notwant to have sex. 

a. __ 

2. Describe two things that Chris can say or do to delay having sex until she is ready. 

a. __ 

b. __ 

3. Describe one reason that Pat would be better off waiting until Chris is ready. 

a. __ 

(~,) 

4. Describe two things Pat can do to help himself wait until Chris is ready. 

a. __ 

b. __ 

5. Describe one reason that you might not want to have sex. I might not want to have ( 

sex because... 

I 

a. __ 

'I 

6. Describe two things that you can say or do to delay having sex until you are ready. 

a. 

b. 

(" 

-c, 

) 

201 

'J.-( cr

Mahopac 214 

ROUE PLAY 16.3 


Being Careful on the Couch 

You have decided that you don't want to have unprotected sex with your boyfriend 

(girlfriend). On this evening, you both have been watching TV. You decide to lie down on 

the couch togèther. You remember that this is exactly what happened the last two times 

you had sex without protection. 

, 

J( 

\ ,.j 

'~J¡' 

I; 

Person 1: 

I love you. 

Person 2: 

Person 1: 

Don't worry, baby. 

Person 2: 

Person 1: 

Person 2: 

Person 1: 

Person 2: 

But I'm sure it's safe. 

Anyhow, nothing bad is going to happen to us. Believe me. 

('-'í( 

il 

\ I 

Person 1: Well, I just don't want to give this up-it's too much fun. 

Person 2: 

Person 1: 

I promise we'll go get some protection for next time. 

Person 2: 

Person 1: 

What's wrong? Why change a good thing? 

Person 2: 

203 

,.'''. 

( 

Mahopac 215 

IFORM 

'116.4 

í .. 

I 


Name: _ Date: _ 

ROLE PLAY # 

SKILLS 1 2 3 4 5 6 

Said "NO" 

Body Language Said "NO" 


Suggested Alternative 

c. ) 

Relationship 


Building 

.» " 

\. ) 

205 

9.(& 

" 

,:~

Mahopac 216 

Learning Standards for Health, 

Physical Education, and Family and 

Consumer Sciences at Three Levels 

Standard 

1: Personal Health and Fitness 

Students will have the necessary knowledge and skills to establish and maintain physical fitness, 

participate in physical activity, and maintain personal health. 

Standard 

2: A Safe and Healthy Environment. 

Students will acquire the knowledge and ability necessary to create and maintain 

environment. 

a safe and healthy 

Standard 

3: Resource Management. 

Students will understand and be able to manage their personal and community resources. 

~'7

Mahopac 217 

Standard I-Personal 

Health and Fitness 

Elementary 

Health Education 

1. Students will understand human growth and 

development and recognize the relationship between 

behaviors and healthy development. They will 

understand ways to promote health and prevent 

disease and will demonstrate and practice positive 

health behaviors. 

Students: 

• know how basic body systems work and Interrelate In 

normal patterns of growth and development 

• possess basic knowledge and skills which support 

positive health choices and behaviors 

• understand how behaviors such as food selection, 

exercise, and rest affect growth and development 

• recognize influences which affect health choices and 

behaviors 

• know about some dí seases and disorders and how they 

are prevented and treated 

• practice and support others in making healthy choices. 

This is evident, for example, when students: 

À describe the basic structure and functions of human body 

systems 

À identify the harmful effects of alcohol, tobacco and other drugs 

À explain how eating nutritionally balanced meals and snacks 

promotes health 

À describe the physical, social and emotional indicators of healthy 

people 

À demonstrate the use of interpersonal communication skills to 

enhance health 

À identify responsible health behaviors and demonstrate 

strategies to improve or maintain personal health 

À demonstrate health practices such as washing hands, covering 

one's mouth when coughing or sneezing, and brushing and 

flossing teeth 

À Identify common health problems and indicate how they can be 

prevented, detected and treated 

À set a personal health goal and track progress toward its 

achievement. 

Physical Education 

1. Students will perform basic motor and manipulative 

skills. They will attain competency in a variety of 

physical activities and proficiency in a few select 

complex motor and sports activities. Students will 

design personal fitness programs to improve 

cardiorespiratory endurance, flexibility, muscular 

strength, endurance, and body composition. 

Students: 

• participate in physical activities (games, sports, 

exercises) that provide conditioning for each fitness area 

• develop physical fitness skills through regular practice, 

effort, and perseverance 

• demonstrate mastery of fundamental motor, nonlocomotor, 

and manipulative skills, and understand 

fundamental principles of movement 

• understand the effects of activity on the body, the risks 

associated with inactivity, and the basic components of 

health-related fitness (cardiovascular, muscle strength, 

muscle endurance, flexibility, and body composition) 

• demonstrate and assess their fitness by performing 

exercises or activities related to each health-related 

fitness component, and establish personal goals to 

improve 'their fitness 

• understand the relationship between physical activity 

and individual well being. 


À demonstrate basic motor skllls (run, climb, hop), manipulative 

skills (throw, catch, strike), and non-locomotor skills (balance, 

weight transfer) using mature motor patterns while engaged in 

a variety of activities 

À apply the concepts and principles of human movement to the 

development of new skills (e.g., catching objects while moving, 

throwing objects using opposition) . 

À adjust performance of skill as a result of monitoring or 

assessing previous performance (e.g., moves closer to target or 

throws at altered angle of release following toss that faUs short) 

À do additional push-ups each day to improve upper body 

strength, additional stretches to improve flexibility, and 

additional running to develop cardiorespiratory fitness 

À engage in physical activity and frequent monitoring of pulse 

rate to reach and maintain a target heart rate for an 

appropriate amount of time 

À perform appropriate warm-up and cool-down exercises before 

and after vigorous activity to avoid muscle Injury 

À set a personal physical activity goal and track progress toward 

its achievement. 

Key ideas are identified by numbers (l). 

Performance indicators are identified by bullets ('). 

Sample tasks are identified by triangles (À), 

STANDARD 1 

2 

l.l

Mahopac 218 

Students will have the necessary knowledge and skills to establish and maintain 

physical fitness, participate in physical activity, and maintain personal health. 

Elementary 

Family and Consumer Sciences 

1. Students will use an understanding of the elements 

of good nutrition to plan appropriate diets for 

themselves and others. They will know and use the 

appropriate tools and technologies for safe and 

healthy food preparation. 

Students: 

• understand the importance of nutritious food and how it 

contributes to good health, make simple nutritious food 

choices, and assist with basic food preparation 

• use simple household tools safely to perform a variety of 

everyday tasks 

• recognize how a family contributes to personal health. 


A know the food groups as described in the food guide pyramid 

and plan meals and snacks that include a nutritious balance of 

foods 

A prepare simple snacks, handling food properly, and using 

utensils safely 

A wash hands before and after handling food 

A use age appropriate technology such as microwave for food 

preparation 

A identify ways a family helps its members maintain their health. 

STANDARD 1 

3 

~lq

Mahopac 219 



Intermediate 


1. Students wlll understand human growth and 


behaviors and healthy development. They wlll 


disease and wlll demonstrate and practice positive 


Students: 

• integrate knowledge of basic body systems with an 

understanding of the changes that accompany puberty 

• apply prevention and risk reduction strategies to 

adolescent health problems 

• demonstrate the necessary knowledge and skills to 

promote healthy adolescent development 

• analyze the multiple influences which affect health 

decisions and behaviors. 


... describe bodily changes that occur during adolescence 

... demonstrate a variety of problem solving, communication and 

stress management skllls to address health compromising 

behaviors such as fad dieting, alcohol, tobacco, and other drug 

use, early sexual involvement and violent behavior 

... predict how decisions regarding health behaviors have 

consequences for self and others 

... describe the interrelationship of social, emotional and physical 

health during adolescence 

... explain how lifestyle, family history and other factors are 

related to the cause or prevention of diseases and other health 

problems. 


1. Students will perform basic motor and manipulative 

skills. They wlll attain competency in a variety of 


complex motor and sports activities. Students will 



strength, endurance, and body composition. 

Students: 

• demonstrate competency in a variety of physical activities 

(games, sports, exercises) that provide conditioning for 

each fitness area 

• know that motor skills progress in complexity and need to 

be used in the context of games and sports with additional 

environmental constraints 

• combine and integrate fundamental skills and adjust technique 

based on feedback, including self-assessment 

• understand the relationship between physical activity 

and the prevention of illness, disease, and premature 

death 

• develop and implement a personal fitness plan based on 

self-assessment and goal setting, understand physiological 

changes that result from training, and understand the 

health benefits of regular participation in activity 

• develop leadership, problem solving, cooperation, and team 

work by participating In group activities. 

This Is evident, for example, when students: 

... throw objects for accuracy and distance to moving targets, or 

use a variety of strategies to gain offensive or defensive 

advantage In a game 

... perform motor/movement skills in a variety of structured games 

and sport activities requiring the integration of skills (e.g., hand 

or foot dribble while preventing opponent from taking ball) 

... self-analyze a skill or strategy In order to Improve performance, 

e.g., adjusting throw using principles of rotation and force 

application 

... select a variety of appropriate activities to improve one or more 

components of health-related fitness based on a fitness 

assessment 

... monitor heart rate as a means for determining intensity and 

duration of activity 

... demonstrate correct form in various physical activities to 

prevent injury (e.g., weight training, lifting, and climbing) 

... analyze a partner's performance in a movement task 

... use video taping to assist in self assessment of a skill. 

Key ideas are identified by numbers (1). 

Performance indicators are identified by bullets ('). 

Sample tasks are identified by triangles ("'). 

STANDARD 1 

4 

~'J-O

Mahopac 220 



Intermediate 


l. Students wilI use an understanding of the elements 




healthy food preparation. 

Students: 

• understand the relationships among diet, health, and 

physical activities; evaluate their own eating patterns; 

and use appropriate technology and resources to make 

food selections and prepare simple, nutritious meals 

• apply principles of food safety and sanitation 

• recognize the mental, social, and emotional aspects of 

good health 

• apply decision making process to dilemmas related to 

personal health. 


• plan a personal diet that accommodates nutritional needs, 

activity level. and optimal weight 

• prepare a meal with foods from the food groups described In the 

food guide pyramid, handling food safely to avoid contamination, 

and using appropriate cooking equipment safely and responsibly 

• practice techniques to help reduce stress (e.g., time 

management) 

• Identify the impact risky behavior can have on long-term goals 

(e.g., health, career). 

STANDARD 1 

5 

~~I

Mahopac 221 



Commencement 


1, Students will understand human growth and 


behaviors and healthy development, They will 


disease and will demonstrate and practice positive 

health behaviors, 

Students: 

• understand human growth and development throughout 

the life cycle 

• demonstrate the necessary knowledge and skills to 

promote healthy development Into adulthood 

• apply prevention and risk reduction strategies which can 

delay the onset or reduce the risk of potential health 

problems into adulthood 

• evaluate how the multiple Influences which affect health 

decisions and behaviors can be altered, 


• analyze personal dietary patterns and develop dietary plans to 

meet changing nutritional requirements 

• evaluate a case study to determine strategies for health 

enhancement and risk reduction 

• identify the consequences associated with engaging In high risk 

behaviors which compromise health, such as smoking, violent 

behavior, or driving under the Influence of alcohol/drugs 

• Identify the characteristics of social and emotional health which 

are critical to adulthood, 

Key ideas are identified by numbers (1), 

Performance Indicators are Identified by bullets ('), 

Sample tasks are identified by triangles (.), 

STANDARD 

l 


1, Students will perform basic motor and manipulative 

skills, They will attain competency in a variety of 


complex motor and sports activities, Students will 



strength, endurance, and body composition, 

Students: 

• demonstrate proficiency in selected complex physical 

activities (games, sports, exercises) that provide 

conditioning for each fitness 'arna 

• establish and maintain a high level of skilled 

performance, demonstrate mastery of fundamental 

movement forms and skills that can contribute to daily 

living tasks, and analyze skill activities 

• make physical activity an important part of their life 

and recognize such consequent benefits as self-renewal, 

greater productivity as a worker, more energy for family 

activities, and reduction In health care costs 

• use the basic principles of skill analysis to Improve 

previously acquired skills and to continue to learn new 

skills and activities 

• know the components of personal wellness (nutrition and 

weight control, disease prevention, stress management, 

safety, and physical fitness), establish a personal profile 

with fitness/wellness goals, and engage In appropriate 

activities to improve or sustain their fitness 

• follow a program that relates to welIness, including weight 

control and stress management 

• demonstrate competence in leading and participating In 

group activities, 


.oil.. demonstrate basic competence in a variety of physical 

activities, and intermediate to advanced competence in at least 

three activities, selected from the categories of aquatics; selfdefense; 

dance; individual, dual, and team activities; and 

outdoor pursuits 

.oil.. demonstrate combinations of mature motor patterns as they 

apply to a variety of activities, games, and sports (e.g., volleyball 

serve or basketball lay-up) 

.oil.. analyze their own and others' performance through the 

application of movement principles (e.g., adjust forward throw of 

ball by analysis of follow-through landing related to the 

principles of rotation and force) 

• analyze offensive and defensive strategies in games and sports 

.oil.. design a personal fltness/wellness program . 

.oil.. 'demonstrarn alternative activities and assessments for healthrelated 

fitness components 

• modify a fitness plan to accommodate space limitations, 

environmental conditions, and/or time constraints 

.oil.. demonstrate a variety of skills and activities that can be enjoyed 

throughout adult life 

.oil.. use video taping to study effectiveness of an offensive/defensive 

strategy. 

6 

~~~

Mahopac 222 



Commencement 

Family and Consumer 

Sciences 

1. Students will use an understanding of the elements 




heal thy food preparation. 

Students: 

• apply knowledge of food choices and menus to plan a 

balanced diet, use new technologies to plan and prepare 

nutritious meals for a variety of dietary needs 

• adjust their own diet to accommodate changing levels of 

activity or to meet their nutritional needs throughout the 

life cycle 

• identify ways to meet basic needs of all family members 

• lake reasoned action toward reaching personal health 

goals. 


... plan and prepare meals that meet the nutritional needs and 

dietary restrictions of each family member (e.g., reduce sugar for 

a diabetic, reduce fat and sodium for those at risk for heart 

disease) 

... create family menus taking Into consideration budget, 

Individual tastes, and family schedules over a period of time 

... use current technology for diet analysis, meal planning, and food 

preparation 

... are aware of and can access community resources available for 

helping with dietary needs 

... practice communication .skílls that foster positive Interpersonal 

relationships and optimum health for all family members 

... apply decision making process to health-related situations. 

STANDARD 

l 

7 

~~3

Mahopac 223 

Standard 2-A 

Safe and Healthy Environment 

Elementary 



1. Students will demonstrate personally and socially 

responsible behaviors. They will care for and respect 

themselves and others. They will recognize threats to 

the environment and offer appropriate strategies to 

minimize them. 

Students: 

• understand basic safety rules 

• recognize potentially dangerous situations and know how 

to avoid or reduce their risk 

• know some personal and social skills which contribute to 

individual safety 

• recognize characteristics of the environment that 

contribute to health. 


Å describe personal safety rules to avoid such things as abuse, 

abduction, poisoning, and accidents 

Å discuss how following safety rules help to protect people at 

home and in the school and community 

Å apply safety rules to prevent injury 

Å demonstrate ways to avoid and reduce threatening situations 

Å identify ways to care for and show respect for self and others 

Å demonstrate refusal skills to protect health 

Å identify ways to protect and preserve a healthy environment 

Å develop a safety plan for healthy living. 

1. Students will demonstrate responsible personal and 

social behavior while engaged in physical activity. 

They will understand that physical activity provides 

the opportunity for enjoyment, challenge, self. 

expression, and communication. Students will be able 

to identify safety hazards and react effectively to 

ensure a safe and positive experience for all 

participants. 

Students: 

• contribute to a safe and healthy environment by 

observing safe conditions for games, recreation, and 

outdoor activities 

• come to know and practice appropriate participant and 

spectator behaviors to produce a safe and positive 

environment 

• work constructively with others to accomplish a variety 

of goals and tasks 

• know how Injuries from physical activity can be 

prevented or treated 

• demonstrate care, consideration, and respect of self and 

others during physical activity. 


Å handle equipment safely 

Å wear proper attire and protective gear as necessary 

Å demonstrate appropriate skillin fundamental movement tasks 

(e.g., lifting, carrying, climbing) 

Å properly use facilities with attention to safety hazards 

Å create a dance with a partner that combines movement to music 

from a specific culture 

Å modify a game so that individuals with less ability may 

participate more 

Å demonstrate self-control and the ability to cope with success and 

failure 

Å take turns In playing various roles In games 

Å follow directions to perform safely and correctly 

Å accept teammates regardless of ability and treat opponents with 

respect and courtesy 

Å know and demonstrate practices necessary to insure safe 

conditions for physical activity 

Å demonstrate responsible personal and social behavior while 

engaged In physical activities. 


Performance indicators are Identified by bullets ('). 

Sample tasks are identified by triangles (Å). 

STANDARD 2 

8 

ftA?v~

Mahopac 224 

Students will acquire the knowledge and ability necessary to create and maintain a safe 

and healthy environment. 

Elementary 


1. Students will know the basic principles of home and 

community safety. They can demonstrate the skills 

necessary to maintain their homes and workplaces in a 

safe and comfortable condition. They can provide a 

safe and nurturing environment for themselves and 

others. 

Students: 

• understand some basic requirements of nurturing people 

of various ages, and demonstrate appropriate ways to 

interact with them 

• know some conditions necessary for a safe and healthy 

home and school environment and recognize the various 

ways individuals contribute to that environment. 


... demonstrate procedures to be followed in case of fire, floods, 

other natural disasters, or personal danger 

... describe procedures for safe handling and storage of hazardous 

materials (e.g, cleaning materials) 

... describe aspects of a nurturing and safe environment for self 

and others 

... assist with simple classroom maintenance by disposing of litter 

properly and keeping aisles and doorways free of obstacles 

... describe safe and appropriate toys and activities for young 

children at different ages 

... demonstrate procedures for getting emergency assistance (e.g .. 

calling a neighbor, 911, police) 

... maintain personal belongings. 

STANDARD 2 

9 

~~}"

Mahopac 225 

Standard 2-A 


Intermediate 



1. Students wlll demonstrate personally and socially 

responsible behaviors. They will care for and respect 

themselves and others. They wlll recognize threats to 



Students: 

• assess potentially dangerous situations and demonstrate 

the skills to avoid or reduce their risks 

• demonstrate personal and social skills which enhance 

personal health and safety 

• understand the need for personal involvement In 

improving the environment. 


À demonstrate conflict management and negotiation skl1Js 

À analyze how environment and personal health are inter-related 

À analyze the possible causes of conflict among youth In schools 

and communities 

À identify strategies to avoid or reduce threatening peer situations 

À apply safety rules in situations which have the potential for 

harm 

À demonstrate ways to care for and show respect for self and 

others 

À demonstrate accurate use of the heímllch manuver. 

1. Students wlll demonstrate responsible personal and 


They will understand that physical activity provides 

the opportunity for enjoyment, challenge, selfexpression, 

and communication. Students wlll be able 



participants. 

Students: 

• understand the risks of injury if physical activity is performed 

incorrectly or performed in extreme 

environmental conditions. and recognize the importance 

of safe physical conditions (equipment, facilities) as well 

as the emotional conditions essential for safety 

• develop skllls of cooperation and collaboration. as well as 

fairness. sportsmanship, and respect for others 

• work constructively with others to accomplish a goal in a 

group activity. demonstrating consideration for others 

involved 

• understand the physical and environmental dangers 

associated with particular activities and demonstrate 

proper procedures for safe participation in games, 

sports, and recreational pursuits 

• understand the role of physical activity, sport, and games 

as a balance between cooperative and competitive 

behaviors and as a possible arena in which to develop 

and sharpen leadership and problem solving skills, and 

understand the physical, emotional. and social benefits of 

participation in physical activities. 


À describe risks and preventive measures associated with being 

physically active in the extreme heat or cold 

À analyze facilities and equipment In the gymnasium and fields 

for possible safety hazards and demonstrate proper use and care 

of equipment 

À identify and take precautions to avoid hazards associated with 

outdoor activities (e.g .. proper clothing and equipment for 

hiking, cycling, cross country skííng) 

À In group challenge activities, take various roles in turn 

(sometimes leading the team and sometimes supporting the team) 

In order to accomplish group goals 

À demonstrate concern for the safety of all others, including 

opponents. when engaged In competitive activities 

À demonstrate appropriate player and spectator behavior 

À show respect to all players regardless of ability, acknowledging 

the accomplishments of the other players 

À adhere to the rules and conventions of an activity in order to 

participate in a worthwhile competitive experience. 


Performance indicators are ídentífled by bullets ('). 

Sample tasks are identified by triangles (À). 

STANDARD 2 

10 

~~W

Mahopac 226 



Intermediate 







others. 

Students: 

• demonstrate the principles of safe and healthy child care 

• know the basics of managing a safe and healthy home 

• use age-apprupr iato techniques to select and maintain 

clothing. 


... describe the normal range of differences among children of the 

same age and respond appropriately to the different abilities 

... describe and demonstrate safe and healthy procedures for 

clothing. feeding, and supervising children at various stages of 

development 

... appropriately interact with younger children entrusted to their care 

... develop a fire safety plan for the home 

... develop a list of telephone numbers that would be useful in 

emergency situations 

... demonstrate skills related to a wide variety of household tasks 

... use.and store appliances, cleaning materials, and tools properly 

and safely 

... read .labels and evaluate products for selection, use, and safety 

... maintain and organize personal property and living space 

... demonstrate appropriate clothing care, maintainance, and selection. 

STANDARD 2 

11 

~~1

Mahopac 227 

Standard 2-A 


Commencement 



1, Students will demonstrate personally and socially 

responsible behaviors, They will care for and respect 

themselves and others. They will recognize threats to 



Students: 

• recognize hazardous conditions in the home. school, 

work place, and community and propose solutions to 

eliminate or reduce them 

• evaluate personal and social skills which contribute to 

health and safety of self and others 

• recognize how individual behavior affects the quality of 

the environment. 


• design and Implement a plan to improve safety in the home, 

school, workplace or community 

• use universal precautions and apply first aid, CPR. and other 

emergency procedures appropriately 

• describe and demonstrate appropriate strategies to avoid or cope 

with potentially dangerous situations. such as dating Violence or 

assault 

• develop community approaches which enhance and protect the 

quality of the environment 

• analyze how health laws, policies and regulations protect 

personal and environmental safety 

• demonstrate ways to care for and show respect for self and 

others. . 

1. Students will demonstrate responsible personal and 


They wlll understand that physical activity provides 

the opportunity for enjoyment, challenge, selfexpression, 

and communication. Students wlll be able 



participants. 

Students: 

• know the potential safety hazards associated with a wide 

variety of games and activities and are able to prevent 

and respond to accidents 

• demonstrate responsible personal and social behavior 

while engaged in physical activities 

• accept physical activity as an important part of life. Selfrenewal, 

productivity as a worker, energy for family 

activities, fitness, weight control, stress management; and 

reduction in health-care costs are understood as benefits 

of physical activity 

• create a positive climate for group activities by assuming 

a variety of roles 

• understand the physical, social, and emotional benefits of 

physical activity and can demonstrate leadership and 

problem solving through participation in organized 

games or activities. 


• plan an activity to provide for the safety of participants, taking 

into consideration the physical abilities of the participants, the 

conditions of the facility, and the equipment available 

• describe the dangers of overexertion, hypothermia, and heat 

exhaustion in outdoor activities, with some preventive measures 

and first aid treatments for each 

• identify responsible action and available resources that can be used 

in the event of an accident or illness incurred during physical 

activity 

• take on the role of a coach, responsible for problem solving and 

conflict management on behalf of the team 

• demonstrate a sensitivity and respect for all individuals, regardless 

of ability, gender, or other characteristics 

• practice fairness, self-control, and initiative when assuming the 

role of captain or official 

• model sportsmanlike behavior. 

Key Ideas are identified by numbers (1). 

Performance Indicators are identified by bullets ('). 

Sample tasks are identified by triangles (.). 

STANDARD 2 

12 

~u

Mahopac 228 



Commencement 







others. 

Students: 

• understand the stages of child development and apply 

this knowledge to activities designed to enrich the 

physical. social. mental. and emotional development of a 

young child 

• apply housing principles (e.g .. design and safety) to meet 

the needs of family members of all ages and abilities 

• understand essential requirements for selecting and 

maintaining a home 

• apply basic rules of heal th a:nd safety to a variety of 

home and work place situations. 


... plan a daily program of balanced activity for preschoolers based 

on knowledge and understanding of patterns of child growth and 

development 

... describe effective ways of promoting positive behavior In 

children 

... identify characteristics of a safe and nurturing home and work 

environment 

... describe criteria for home selection (e.g., safety for children, 

access for handicapped family members, environmental 

concerns) 

... identify safety risks In case studies related to the home and 

workplace 

.... identify ways in which to childproof a home. 

STANDARD 2 

13 

~~~ i

Mahopac 229 

Standard 3-Resource 

Management 

Elementary 


1. Students will understand the influence of culture, 

media, and technology in making decisions about 

personal and community health issues. They wlll know 

about and use valid health information, products, and 

services. Students wlll advocate for healthy families 

and communities. 

Students: 

• identify characteristics of valid health Information and 

health-promoting products and services and know where 

to locate them 

• understand how culture contributes to Individual family 

and community beliefs and practices affecting health 

• know how to access help when Illness, injury, or 

emergency situations occur 

• recognize how the media Influences health choices. 


Å describe how to access resources in the home, school and 

community to assist with health problems 

Å demonstrate how to use "911" or similar emergency services 

Å describe how culture Influences personal health behaviors such 

as selection of food 

Å Identify the ways various media promote products and services 

that influence health choices. 


1. Students will be aware of and able to access 

opportunities available to them within their 

community to engage in physical activity. They will be 

informed consumers and be able to evaluate facilities' 

and programs. Students will also be aware of some 

career options in the field of physical fitness and 

sports. 

Students: 

• know that resources available at home and In the 

community offer opportunities to participate in and 

enjoy a variety of physical activities In their leisure time 

• become discriminating consumers of fitness Information, 

health-related fitness activities in their communities, and 

fitness and sports equipment 

• demonstrate the ability to apply the decision making 

process to physical activity. 


Å Identify community facilities for recreational activities, such as 

parks, swimming pools, and skating rinks 

Å identify community programs, such as YMCNYWCA, Boys/Girls 

Clubs, Sport Camps, Youth Sports Leagues 

Å describe how the family Influences one's physical activity 

Å Identify community agencies that advocate for physically active 

Individuals, families, and communities. 

Key ideas are Identified by numbers (1). 

Performance Indicators are Identified by bullets ('). 

Sample tasks are Identified by triangles (Å). 

STANDARD 3 

14 

?(JJ

Mahopac 230 

Students will understand and be able to manage their personal and community 

resources. 

Elementary 


1. Students will understand and be able to manage 

personal resources of talent, time, energy, and money 

and make effective decisions in order to balance their 

obligations to work, family, and self. They will nurture 

and support positive relationships in their homes, 

workplaces, and communities. They will develop and 

use their abilities to contribute to society through 

pursuit of a career and commitment to long-range 

planning for their personal, professional, and 

academic futures. They will know and access 

community resources. 

Students: 

• understand the kinds of resources available in their 

community and make informed decisions related to their 

own use 

• understand how people acquire, use, and protect money 

and recognize some factors that influence spending 

• know the different jobs in their communities and the contributions 

made by individuals performing those jobs, 


... use the decision making process to make informed decisions 

related to their own resources of talent, time, energy, and money 

... identify family, school, and community members who can assist 

with personal decisions 

... participate in a school community service project (e.g., water 

conservation or recycling program) 

... select clothing appropriate for their activities 

... describe the relationship between jobs and money 

... identify some procedures for keeping money safe 

... contribute to a class decision on how to raise and spend funds 

... identify specific careers related to personal interests, 

STANDARD 3 

15 

~~\

Mahopac 231 


Management 

Intermediate 


1. Students will underatand the influence of culture, 


personal and community health issues. They will know 


services. Students will advocate for healthy families 


Students: 

• distinguish between valid and invalid health 

information, products and services 

• recognize how cultural beliefs influence health behaviors 

and the use of health services 

• demonstrate the ability to work cooperatlveiy when 

advocating for healthy individuals, families and schools 

• analyze how media and technology influence the 

selection of health information, products and services 

• recognize the need to be an advocate for family and 

community health 

• demonstrate the ability to access community health 

services for prevention, illness, and emergency care. 


.... explain how community norms contribute to health 

.... identify family and community health issues and propose 

various solutions to address them 

.... analyze how information from peers influences health decisions 

and behaviors 

.... explain how the timely use of health care services can prevent 

premature death and disability 

.... identify community agencies which advocate for healthy families 

and communities 

.... analyze the consequences of Invalid information on the health of 

individuals. families and communities 

.... analyze cultural influences on health and the use of health 

services. 


1. Students will be aware of and able to access 


community to engage in physical activity. They will be 

informed consumers and be able to evaluate facilities 

and programs. Students will also be aware of some 


sports. 

Students: 

• should be informed consumers, aware of the alternatives 

available to them within their communities for physical 

activity and should be able to evaluate facilities and 

programs available 

• demonstrate the ability to locate physical activity 

information, products, and services 

• know some career options in the field of physical fitness 

and sports. 


.... plan and participate in family and community activities 

.... describe the difference between good-quality equipment and 

inferior equipment 

.... participate in community-sponsored sports programs 

.... describe some career choices In fitness and sports fields, including 

the required academic training and job responsibilities. 


Performance Indicators are identified by bullets ('). 

Sam pie tasks are identified by triangles (....). 

STANDARD 3 

16 

~')~

Mahopac 232 


resources. 

Intermediate 













Students: 

• understand how the family can provide for the economic, 

physical, and emotional needs of its members 

• understand the resources available to them, make 

informed decisions about the use of those resources, and 

know some ways to expand resources 

• are able to budget their time and money 

• understand how working contributes to a quality living 

environment 

• identify their own abilities and interests as possible 

guides to career choice. 


À explain ways that families can provide for the economic, 

physical, and emotional needs of Its members 

À explain wise use of resources and energy conservation, 

describing the relationships between family decisions and the 

environment 

À analyze space needs to accommodate purposes such as 

Individual and group activity in a household 

À select, care for, and repair clothing 

À Identify community resources that help families and Individuals 

À plan a schedule to provide time for schoolwork, recreation and 

exercise, family activity, and adequate sleep 

À develop a personal financial plan, keeping In mind short- and 

long-term goals 

À analyze the influence of marketing and advertisements on 

purchases 

À read and understand labels and consumer Information to make 

Informed purchases 

À set short- and long-term career goals and take some steps 

toward those goals (e.g., selecting particular courses of study, 

visiting workplaces with parents or other relatives) 

À analyze their Involvement in school and community activities to 

develop an inventory of experiences and abilities related to 

career interests 

À apply decision making, problem solving, and management skills in 

everyday situations 

À participate in youth leadership organizations. 

STANDARD 3 

17 

~JJ

Mahopac 233 


Management 

Commencement 


1. Students wlll understand the influence of culture, 


personal and community health issues. They will know 


services. Students wlll advocate for healthy families 


Students: 

• demonstrate how to evaluate health information. 

products and services for validity and reliability 

• analyze how cultural beliefs influence health behaviors 

and the use of health products and services 

• demonstrate the abllity to access community health 

services for self and others 

• use technology and the media to promote positive health 

messages 

• demonstrate advocacy skills in promoting individual, 

family and community health. 


Á identify local, state and federal agencies which provide health 

information and are regulating health products and services 

Á describe how to obtain health services appropriate for individual 

needs and how to-refer friends and famlly members to 

appropriate health services or providers 

Á identify criteria to measure the accuracy, rellablilty and valldity 

of claims for health care products and services 

Á design a media campaign which promotes a positive health 

message 

Á analyze how cultural diversity enriches and challenges health 

behaviors 

Á assess the Internet to assist in research for senior project. 


1. Students wi11 be aware of and able to access. 


community to engage in physical activity. They wlllbe 

informed consumers and be able to evaluate facilities 

and programs. Students wlll also be aware of some 


sports. 

Students: 

• recognize their role as concerned .and discriminating 

consumers of physical activities programs and 

understand the importance of physical activity as a 

resource for everyone regardless of age or ability 

• recognize the benefits of engaging in appropriate 

physical activities with others, including both older and 

younger members of the community 

• identify a variety of career opportunities associated with 

sports and fitness and understand the qualifications, 

educational requirements, and Job responsibilities of 

those careers. 


Á examine fitness and health clubs' criteria for quality and service 

Á analyze media ads and marketing practices for fitness and 

sports equipment 

Á mentor younger children in sport or recreational activities 

Á plan and participate in activities with other famlly members 

and friends, regardless of age or ability 

Á adapt physical actívítíesto accommodate the various Interests, 

ages, or ablilties of participants 

Á demonstrate the ability to access school and community physical 

activity services for self and others 

Á develop strategies to improve or maintain personal, famlly, and 

community physical activity 

Á analyze how the avaílabílíty of and Information about 

community programs encourages physical participation In 

physical activity 

Á 

Investigate a career In the sport or fitness field and research the Job 

responsibility qualifications and opportunities that exist for 

professional advancement. 


Performance indicators are Identified by bullets ('). 

Sample tasks are Identified by triangles (Á). 

STANDARD 3 

18 

~')~

Mahopac 234 


resources. 

Commencement 













Students: 

• analyze a wide range of factors related to managing 

personal resources to balance obligations to work, family, 

and self 

• understand the basics of an individual/family budget and 

plan to obtain, use, and protect money and assets 

• analyze abilities and interests in relation to careers, set 

long-term career goals, and develop a plan for 

progressing toward their goals 

• understand the concept of entrepreneurship as it exists 

in today's economy 

• develop job skills (e.g., communication, effective time 

management. problem solving, and leadership). 


... describe the variety of banking services available and the 

procedures for acquiring and using a hank account 

... identify consumer rights and responsibilities and consumer 

organizations and services available 

... compare products before purchase (e.g., price, quality, efficiency, and 

warranties) 

... demonstrate how to analyze purchased items for defects and 

how to make consumer complaints 

... participate in work or volunteer experiences to explore career 

choices 

... Investigate and assess entrepreneurial career options (e.g., in 

early childhood, home design, fashion technology, food service) 

... identify educational needs to prepare for a chosen career 

... demonstrate skills necessary to obtain and keep ajob 

... develop a financial plan for a career interest including 

educational costs. supplies. transportation, and clothing 

... adjust, adapt, and Improvise personal resources in response to 

the work environment 

... are able to keep a checkbook balanced using a computer 

program. 

STANDARD 3 

19 

~~

20 

Mahopac 235

Mahopac 236 

Samples of Student Work 

The samples of student work included in this section are intended to begin the process of articulating the 

performance standards at each level of achievement. This collection is not yet adequate for that purpose in either 

numbers or scope of examples. As New York State continues to collect work samples from the schools for inclusion 

in the document, we expect a much clearer understanding of the performance standards to be evident. 

Neither are these samples presented as models of excellence. They vary in degree of achievement. Some are 

"acceptable;" others "more proficient." All are meant to provide examples of the kind of work students might 

produce to demonstrate progress toward the standard. 

21 

~~{P

Mahopac 237 

(-- 

". 

AIDS PREVENTION 

INSTRUCTIONAL 

GUIDE 

Grades K - 

la 

('" 

'---- - 

" \. 

Mahopao Central Sohool Distriot 

April, 1998 

C~. 

tÂ '31

Mahopac 238 

J'" " 

\. 

MAHOPAC CENTRAL SCHOOL DISTRICT 

Boa.rd. of Ed.u.ca.tion. 

Lillian Jones~ President 

Michael Meany~ Vice President 

Robert Bullen 

( 

Georgina 

Caterina 

Anita.Feldman. 

Elaine Jacobs 

Gerard Kraus 

Micha.el LaVelle 

Lois 

Schoenberg 

( 

\'.. 

ii 

~ 3?J /

Mahopac 239 

(. 

ADMINISTRATION 

J.e.:rry. Gicçh.~.+.l,i 

Superinte.ndent of Schoo ls 

Corinne BlooIDer 

Assistant Superintendent, Pupi'l Services 

Philip Fredenburg 

Assistant Superintendent, Business 

Joseph G:i.,rven 

Assistant Superintendent, Non-instructional Services 

Edgar Richards 

Assistant Superintendent, CurriculUID & Personnel 

Sandra Gould 

Principal, FulIDar Road School 

. Robert Meyer 

Principal, Austin Road School 

St.ephen Dchser 

Principal, Lakeview School 

John Reilly 

Principal, Mahopàc Junior High School 

ThoIDas Readyoff 

Principal, Mahopac High School 

Mary D'Day 

Director of Guidance 

WilliaID Behrends 

Judith Garan 

WilliaID Phillips 

Assistant Principals, Mahopac High School 

Paul Lenci 

Assistant Principal, Mahopac Junior High School 

Ellen BergIDan 

Assistant Director, Pupil Services 

r 

( 

'\.'-, 

iii 

1'31

Mahopac 240 

I" 

I( 

'.... 

TABLE OF CONTENTS 

Title 

Page 

Forward . . . . . . . . . . . . . v 

Introduction 

· · · · · · · · · · 

l 

How To Use This Guide 

· · · · · 

9 

Curriculum 

" 

.' 

I 

\"", 

K-3 

" 

· · · · · · · · · · · · · · · 11 

4-5 

· · · · 

27 

· · · · · · 

6 

· · · · · · · · 

36 

· · · · · 

7-8 

· · · · · · · · · · · 50 

High School 

· · · · · · · · · · · · · · 55 jfie; 

:(' 

'" 

iv

Mahopac 241 

.r 

Foreword 

(" . 

. . . . 

The Regents and the Commissioner intend 

that any teaching about AIDS be conducted only 

within a comprehensive program of instruction 

in positive health values and habits. Pupils 

should be taught self-respect and respect for others. 

They should learn to act in ways which promote 

their own healthy growth and development 

and to avoid acts which may bring harm or injury. 

They should learn to be responsible for 

their own behavior and for the consequences it 

may have on themselves and other people. They 

should learn to appreciate the value of the nurturing 

relationships that occur within stable fam- 

. Illes, They should bet.;ught to abstain from sex. 

They should be led to understand that postponing 

sexual activity until adulthood increases 

one's positive life choices for c.¡reer and muríage, 

Only within such a context of positive 

teaching about he.1lth and personal responsibility 

should instruction about AIDS be provided. 

This publication is designed to provide school administrators 

and teachers with information and approaches 

needed to address AIDS (Acquired Immune 

Deficiency Syndrome) instruction within a comprehensive 

health education program in accordance with 

Commissioners Regulations (see Appendix A). AIDS 

is a disease about which we need to know more and for 

which there is no cure. ft has resulted in death to persons 

havins the disease, and can affect everyone in a 

community. 

Education is the most valuable tool against the 

sptead of HIV (HWlW\ Immunodeficiency Virus) infection 

and the disease AIDS. Such education is associ- 

. ated with moral, religious, and legal values that require 

examinatkm by school administrators, teachers, parentIlJ\d 

guardiant, students, representatives of community 

health and religioUI organizations, and others . 

This ensures that the AIDS instructional program deals 

with the public health threat while reflecting the established 

values associated with promoting positive health 

behaviors for schdol-age childten and youth. 

(Health AIDS Instructio'nal Gui.de: Grades 

K-l2, vii) 

( 

v 

~t[(

Mahopac 242 

THE AIDS PREVENTION INSTRUCTIONAL GUIDE: GRADES' K-12 was developed with the 

guidance of an Advisory Committee. Members were: 

.- 

.' 

Devendra Ailawadi, M.D. 

Corinne Bloomer, Assistant Superintendent 

Margaret 'Cavallo, Parent 

Angela Carley, Parent 

Georgina Caterina, Board of Education 

Jerry Cicchelli, Superintendent 

Marilee Collins, Parent 

Vincent Collins, Health Teacher 

Theresa DelCampo, Parent 

Marianne DeLuca, Health Teacher 

Joan Duschaneck, Parent 

Anita Feldman, Board of Education 

Donald Frese, Health Teacher 

Barbara Gardineer, Teacher/Elementary Coordinator 

Kathy Goodrow, Parent 

Sharon Goodwin, Teacher/Elementary Coordinator 

Irene Hufnagel, Parent 

Rev. Carl Johnson, St. John the Evangelist Church 

Lillian Jones, President, Board of Education 

Kathleen Miller, Parent 

Edward Noonan, Parent 

Regina Palladino, Parent 

Ben Pallant, M.D . 

Eileen Paganelli, Parent 

Elsa Pet ix, Parent 

Katy Quinn, Parent 

Lois Schoenberg, Board of Education 

Rev. Richard Swartout, Church of the Roly Communion 

Tammy Schacher-Tytla, Parent 

Barbara Willis, Teacher/Elementary Coordinator 

The District appreciates the time and efforts of the committee members in 

developing the instructional guide, the suggested resources for community,.home, 

and school use, and the planned community awareness activities. A special 

thanks is due to the subcommittee chairpersons, Margaret Cavallo, Theresa 

DelCampo and Sharon Goodwin, who with their members diligently pursued the 

successful accomplishment of their respective charges. 

A special thanks goes to the Board of Education who had the foresight and 

commitment to the school district's children to act with urgency in creating the 

Advisory Committee from a broad representation of the community. 

vi 

;trÆ

Mahopac 243 

Introd uction 

It it the Mahopac Central School District's belief that: 

( 

'" ....,_ 

AIDS education should be conducted within a comprehensive 

health education program stressing positive 

values and behaviors. In such a program, students 

should learn to: 

• respect themselves 

and respect others 

• value nurturing relationships which occur within 

families 

• behave in ways that promote healthy growth and 

development 

• behave in ways that reduce risk by avoiding acts 

which may bring harm or injury 

• be responsible 

consequences 

ror their own behavior and its 

• abstain from sex, and understand that postpen- . 

ing sexual activity until adulthood increases one's 

positive life choices for career and marriage 

• abstain from illegal drug use. 

It is within such a context of positive teaching about 

health and personal responsibility that instruction 

about AIDS should be provided. 

Key considerations in developing a framework for 

the establishment of these desired student behaviors 

are the Regents Goals, especially Goal NS, which 

stresses civic values. In its Action Plan to Improve Elementary 

and Secondary Education Results in New York, the 

Board of Regents has identified the values that each student 

should develop: "Each student will respect and 

practice basic civic values ... , which are those shared 

values which we believe are necessary to the survival of 

a free and democratic society - justice, honesty, selfdiscipline, 

due process, equality, and majority rule 

with respect for minority rights; respect for self, others, 

and property; and the ability to apply reasoning skills 

and the process of democratic government to resolve 

societal problems and disputes:' Closely linked to these 

values are values such as self-worth, protection of self 

and others, responsibility for one's actions, and responsibility 

to the community. 

l 

. ". 

JI. CfJ

Mahopac 244 

.> 

( 

'•...•... 

.. 

Positive values, skills, and attitudes, as derived from 

the Regents Goals for Elementary and Secondary Education, 

permeate all of the curriculum materials developed 

by the State Education Department. All of these 

skills, attitudes, and values are transmitted through all 

of the content areas. For example: 

• Social Studies Syllabus: Grade 3 Understandings 

include that families exist in all communities, 

though they may differ in type and organization. 

• English Language Arts Syllabus: Grades K-12 Chart 

of Expectations for Student Writers Grades K-3 

includes that students will express personal 

feelings, reactions, values, interests, or attitudes. 

• Arts for Elementary School: A Syllabus identifies 

anticipated learning outcomes to include that 

students will understand other points of view. 

• Elementary Science Syllabus includes among its 

program goals that students will solve problems 

effectively and with ease. 

Instruction in all content areas should focus on helping 

students gain the knowledge, skills, and experience 

necessary for them to understand the importance of 

civic values to our society. Instruction should also promote 

the development of self-esteem, the maintenance 

of health, and the understanding of the effects of drugs. 

No single syllabus or guide in any content area is sufficient 

to accomplish these goals. Lessons in the various 

subjects should reinforce each other, collectively leading 

to establishment of the goals. The AIDS guide has a 

role to play in this process. However, the guide has not 

been designed to accomplish this purpose by itself. 

The Health Education Syllabus: Grades K-12 defines the 

following outcomes for health education: 

• to develop awareness of the role of health in the 

lives of individuals, families, and the community 

• to nurture the development of attitudes that place 

a high value on optimal health' 

• to foster the development of self-awareness and 

self-esteem 

• to provide students with the understandings and 

skills required to set goals, make informed 

decisions, and solee health problems 

• to enable students to deal effectively with change 

and take increasing responsibility for health. 

2 

.' 

:?'fif

Mahopac 245 

r- 

\'- 

(~~ 

There are many ways to organize a health education 

program. The syllabus identifies 11 conceptual areas, 

which are defined in terms of the values, skills, and attitudes 

needed for lifetime health maintenance and promotion. 

They include: . 

I. Human Growth and Development - Knowing 

the human body and understanding the characteristics 

and natural progression of development 

in the life cycle for taking actions that promote 

health at each developmental stage. 

II. Emotional Health - Recognizing the relationships 

among emotional reactions, social relationships, 

and health for establishing patterns of 

behavior that promote emotional health and 

sound interpersonal relationships. 

III. Nutrition - Understanding the role of nutrition 

in the promotion and maintenance of health for 

establishing sound nutritional practices. 

IV. Environmental Health - Recognizing that environmental 

factors have a direct effect on the 

health of the individual and of society and for 

taking actions that protect and improve the environment. 

V. Family Life Education - Appreciating the role 

of the family in society in preparing each member 

for the responsibilities of family membership 

and adulthood, including marriage and parenthood. 

3 

¡ • 

'J..'Ir

Mahopac 246 

/ 

( 

.. 

C'"--_. 

yl. Diseases and Disorders- Understanding diseases 

and disorders and taking actions to prevent 

or to limit their development. ' 

VU. Consumer Health - Understanding the factors 

involved in consumer health for making wise 

decisions in selecting and using health information, 

products, and services. 

VIII. Alcohol, Tobacco, and Other Drug Substances 

- Understanding the factors involved in using 

drug substances appropriately and preventing 

abuse. 

IX. Safety, First Aid, and Survival - Recognizing 

how safe environments promote health and 

well-being and learning procedures to reduce 

safety risks and respond effectively in emergencies. 

X. Community flealth- Understanding the importance 

of developing health services responsive 

to present and projected community needs 

and for becoming a contributor to the health of 

the community. 

XI. Healthful Lifestyles - Appreciating the need 

for responsibility arid planning for developing 

and maintaining a healthful lifestyle. 

All of the health education conceptual areas incorporate 

the positive values, skills, and attitudes contained 

in the Regents Goals for Elementary and Secondary Education. 

The chart on the following page illustrates how 

the Regents Goals are translated into classroom activities 

within the health education program (within the 

conceptual area of Emotional Health) focusing on AIDS 

instruction as well as drug education. 

, 

\, 

4 

:lr~

!~\ 

~ 

r \ 

Mahopac 247 

WAYSIN WHICH THE VALUES, SKILLS, AÑD ATTITUDES OF THE REGENTS GOALS 

ARE TRANSLATED INTO CLASSROOM ACTIVITIES WITHIN HEALTH EDUCATION 

REGENTS 

GOALS 

Communication 

Appreciation 

Understanding 

Acceptance 

Respect 

Consequences 

of choice 

Emotional 

health 

HEALTH 

EDUCATION 

GOALS 

Expression 

emotions 

of 

Self-awareness 

Understanding 

Consequences 

of choice 

Personal 

Behaviors 

to health 

self 

goal setting 

conducive 

Adapt to changes 

Health Education Conceptual Area 

II Emotional Health 

OBJECTIVE 

Practice skills necessary for 

development of 

emotional health and 

sound interpersonal 

relationships. 

DRUG 

EDUCATION 

A positive 

self-image enables 

us to make responsible 

decisions regarding 

risk-taking behaviors. 

LEARNER 

OUTCOME 

Demonstrate an 

understanding and 

acceptance of self and others 

and a sensitivity to the 

feelings and 

needs of others. 

AIDS 

EDUCATION 

There are skills to 

practice that will 

lead to positive 


~ 

~ 

c;

Mahopac 248 

".'-- 

f 

\ 

". 

.> 

\.,,_. 

The AIDS instructional program should be sequentially 

designed and coordinated with the K-12 health 

education program. . . 

The lessons promote the development of students' 

reasoning and problem-solving skills, skills which 

form a basis for discussion and decision making within 

the context of values. Within the framework of these 

values, consistent with the advice of public health authorities, 

the lessons focus on the objectives: 

• There are some diseases that are communicable 

diseases. 

- AIDS is a communicable disease. 

.• There are skills to practice that will lead to a 

healthful lifestyle. 

• There are community 

help, and counseling. 

resources for information, 

• There are methods of prevention for AIDS .. 

• There are social and economic implications 

AIDS. 

An effective AIDS instructional program should 

complement the 11conceptual areas contained within a 

comprehensive health education program for the purpose 

of maintaining, reinforcing, or enhancing the behaviors 

conducive to positive health practices. 

Much has already been said about AIDS instruction 

within health education and, to the extent that understanding 

values is important, the values implicit in 

AIDS instruction must be consistent with the values in 

all subject areas. Regarding health education, the term 

"comprehensive health education program" has another 

meaning. In this second sense, health education 

is comprehensive in that a complete program involves 

connections between the school, the home, and the 

community •• 

of 

Classroom instruction 

should not be perceived as the only, or even the most 

prominent, influence on what students do about 

health. Family members, peers, media messages, and 

other social and community forces may also influence 

how students behave and what they value. Coopera- 

..,..J;ionamong school, home, and community fosters a 

clear and positive message to students which has the 

potentíal to offset the negative influences they may experience. 

6 

.' " 

;JJ/I

Mahopac 249 

( 

'~.. 

PROGRAM COMPONENTS THAT SUPPORT 

AIDS INSTRUCTION 

SCHOOL 

HOME 

c:. 

. • Instructional Program 

• Student Involvement Program 

• Supportive School Health 

Services 

• Pupil Services 

• Healthful School 

Environment 

• Supportive Environment 

• Nurturing 

• Educational Support 

• Parent Awareness Programs 

• Involvement in School 

Program 

COMMUNITY 

• Community 

• Educational 

Services 

Support 

• Coordination 

with School 

• Special Services 

7 

-{rtf

Mahopac 250 

The community and home components of a comprehensive 

health education program involve using community 

resources in the school, involving parents in 

school programs, providing health services to pupils, 

and involving pupils in constructive after-school activities. 

These programs collectively reinforce the instruction 

in values which takes place in the classroom. They 

provide alternative activities in which students can participate. 

These programs help students develop mature 

attitudes about health in general and often lead students 

to see the benefits of delaying sexual activity. . . 

•• 

Thus it is from the interrelationships of the program 

components that students at every age will be helped to 

appreciate the joy and value of sound physical and 

mental health. They will develop habits of healthy living 

which promote self-respect and respect for others. 

They will understand that by deferring sexual activity 

they increase the range and quality of their positive life 

choices - for job and career, and for marriage and a 

stable family. Teaching about AIDS should always be 

done within this positive context of wholesome personal 

and family values. Activities provided by the 

school, the home, and the community allow for the students' 

energies and interests to be channeled constructively, 

thereby permitting students to practice responsible 

behaviors as they mature toward jobs, careers, 

marriage, and family. 

(Guide, 1-6) 

. ,::~, 

.... '. ,,\. 

8 

./' 

l I 

::{>ó

Mahopac 251 

( 

HOW TO USE THIS GUIDE 

The lessons in the AIDS Prevention Instructional Guide were adapted from 

selected lessons in the State guide as indicated below. 

Teachers may wish to specifically refer to the teachers 

for background information prior to the teaching 

appendices, starting on page 155 of the State guide 

information and should be read by teachers. 

notes in the State guide 

of the lessons. The 

also provide background 

(- 

'.~".. 

We rea.l.Lz e that much of what is offered in this guide may be an integral part of 

what is already taught in health education and child personal safety. 

Therefore, it may not need to be repeated. 

However, please be advised that parents have the right to request in writing 

that their child not be included in AIDS prevention instruction. Each building 

will establish procedures for informing parents as to when such instruction 

shall take place in order to allow parents to exercise their right to have their 

child removed. 

Suggestions for Teachers 

l. Audio-visual aids may be used to assist the teacher in the presentation of 

information. Such visual aids should be previewed before use and must be used 

with care. Such aids should reflect the District's philosophy and emphasis of 

abstinence from harmful behavior. 

2. Teachers at the secondary level may need to use appropriate explicit 

vocabulary which could be offensive or embarrassing to some students. 

3. Teachers may need to become familiar with the scope and sequence of the 

curriculum in order to present concepts and lessons initiated in earlier grades. 

4. Information on 

current in order to 

Telephone Hotlines 

information. 

AIDS continues to change rapidly. Teachers need to remain 

answer students' and parents' concerns/questions adequately. 

are listed on page 167 of the State guide for current 

9 

9.J(

Mahopac 252 

-. 

The following lessons in the District's curriculum have been adapted from the 

New York State Guide: Health: AIDS Instructional Guide - Grades K-12. 

Grades District Lessons NYS Guide 

K 

1 

2 

3 

4 

5 

6 

7&8 

High 

School 

1-3 

1-4 

1-4 

1-4 

1-3 

1-3 

1-9 

1-3 

1-6 

3,4,8 

7,1,2,8 

1,2,6,8 

5,1,2,8 

13-15 

9,12,16 

9-11; 13-18 

19,24,26 

29,35,36a,b,c 

C. 

'- .. 

Mahopac 253 

PATTERN OF LESSON DEVELOPMENT - GRADES K-3 

/ 

l 

The K-3 lesson cluster defines three objectives which lay a firm 

.conceptual and behavioral foundation for AIDS instruction at higher grade 

levels, namely: 

There are some diseases that are communicable diseases. 

There are skills to practice that will lead to a healthful 

lifestyle. 

There are community resources for information, help, and 

counseling. 

EXPECTED 

OUTCOMES 

The student: 

- distinguishes between sickness and health; 

- realizes that some, but not all, illnesses are contagious; 

- names some childhood diseases; 

- recognizes that certain factors cause illness; 

- describes feeling well. 

C... 

cites ways in which disease or sickness can be transmitted; 

describes methods of preventing the spread of illness and 

disease; 

suggests some personal habits that may prevent the spread of some 

sickness and disease; 

describes ways to improve one's well-being. 

c 

l1 

drJ

Mahopac 254 

Lesson 1 

Grade K 

( 

Objective 

There are skills to practice 


which will lead to a 

Learner 

outcome 

Practice good health habits. 

Comprehensive Health 

Education Topic(s) 

XI Healthful 

Lifestyle 

Values 

Integration 

Respect for Self: Concern for one's own health, 

safety, and well-being; responsibility for 

developiing positive health habits through 

personal behavior. 

Identification 

The teacher, with the class, will list activities 

that contribute to personal health, such as: 

-' 

C 

washing hands 

brushing and flossing teeth 

exercise 

rest and sleep 

recreation, fun 

making wise food choices 

expressing feelings, e.g., laughing/crying 

fostering relationships with family and 

friends, e.g. , 

- playing 

- sharing thoughts and feelings 

Activities 

Students will make a collage of good health 

practices. 

Students will identify health practices 

collage. 

on the 

Students will decide which practices 

develop. 

they need to 

c 

12 

25-'(

o' 

Mahopac 255 

Lesson 2 

Grade K 

( 

Objective 

There are skills to practice which will lead to a 


Learner 

Outcome 

Demonstrate personal safety skills. 



IX Safety, First Aid, and Survival 

X Community Health 

Values 

Integration 

Reasoning: Recognizing how rules can be applied. 

Respect for Self: Recognizing that each individual 

has rights. 

Respect for others: Recognizing that rules exist 

for a common good. 


The teacher and the class will identify rules 

students must obey such as: 

traffic rules 

school rules 

(~.. 

The teacher and the class will identify and list 

rules of body safety 

say no 

get away 

tell someone 

Activities 

The teacher will discuss with the class why rules 

exist. 

The teacher will provide situations in which 

students can role-play rules of body safety by 

using dolls to demonstrate: 

saying no 

getting away 

tell someone 

The class will decide on and list three people 

they can go to for help .such as: 

parent, guardian 

teacher 

school nurse 

, " 

\ 

13 

ss«

Mahopac 256 

Lesson 3 

Grade K 

/' 

Objective 

There are community resources for information, 


Learner 

outcome 

Know and use appropriate health resources. 



x Community 

Health 

Values 

Integration 

Respect for Self: Seek help from those who are 

able to provide assistance. 

Respect for Others: Recognize help that others 

can provide. 


The teather and class will identify persons who 

can help them in the: 

Activity 

home 

school 

community 

The class may create a booklet 

resources. 

of health 

(\'" 

14 

:rft?

Mahopac 257 

Lesson 1 

Grade 1 

Objective 

There are skills to practice that will lead to a 


Learner 

outcome 

Describe how family members show care and help one 

another. 




V Family Life Education 

Values 

Integration 

Respect for others: Responsibilities within one's 

family. 


Activities 

Students will identify family members and discuss 

the activities of family members. 

Students will develop a family album that will 

define family roles and activities. 

Students will role-play situations in which family 

members show care and responsibility for one 

another. 

c:: 

students will decide how family members show care 

and help one another at special times, such as: 

· when someone has done something well 

when someone is sad 

· 

when someone is sick 

· holidays 

family gathering 

Students will show care and help family members. 

Some of these behaviors might include: 

helping with chores 

helping at mealtime 

playing with a sibling 

caring for one's belongings 

helping to care for family pet 

spending time together 

recognizing feelings by listening and 

responding 

15 

~rl

Mahopac 258 

Lesson 2 

Grade 1 

Objective 

There are some diseases 

diseases. 

that are communicable 

Learner 

outcome 

Distinguish between communicable and 

noncommunicable diseases. 



VI Diseases 

and Disorders 

Values 

Integration 

Respect for Self: Concern for one's own health and 

safety; responsibility for preventing disease 

through personal behavior. 


Students will identify what a disease is. 

Students will define what communicable disease 

means. 

Teacher will list diseases students may be 

familiar with, such as: 

( 

· 

allergies 

diabetes 

· 

cold 

strep throat 

asthma 

· heart disease 

· flu 

· 

chicken pox 

Students will create a chart showing which 

diseases are communicable. 

students will decide what steps they can take to 

promote health. 

Students will behave in ways which will contribute 

to their health, such as: 

proper rest 

proper eating 

activity 

16 

:;

Mahopac 259 

Lesson 3 

Grade 1 

( 

Objective 

There are some diseases that are communicable 

diseases. 

Learner 

Outcome 

Understand how communicable diseases are 

transmitted. 



VI Diseases 

and Disorders 

Values 

Integration 

Respect for Self: Concern for one's own health 

and safety; responsibility for preventing disease 



students will identify what causes these diseases~ 

viruses 

bacteria 

Activities 

With the class, the teacher will brains torn a list 

of communicable diseases such as: 

( 

I\,.~~- . 

chicken pox 

cold 

flu 

measles 

strep throat 

and list them on the chalkboard or newsprint. 

students will discuss ways in which each of the 

diseases can be transmitted: 

contact with an infected person 

droplet spray 

students will decide on ways to prevent spread of 

communicable diseases, such as: 

washing hands 

covering the mouth when sneezing or coughing 

being immunized 

students will practice those behaviors that reduce 

the spread of communicable diseases such as: 

washing hands 

being immunized 

covering mouth when sneezing or coughing 

17 

~r

e\"~ 

o- 

Mahopac 260 

Lesson 4 

Grade 1 

Objective 

There are community resources 


for information, 

Learner 

outcome 

Know and use appropriate 

health resources. 



X Community 

Health 

Values 

Integration 

Respect for Self: Seek help from those who are 

able to provide assistance. 

Respect for Others: Recognize help that others 

can provide. 


The teacher and class will identify persons who 


Activity 

home 

school 

community 


resources. 

of health 

18 

;)&0

Mahopac 261 

Lesson 1 

Grade 2 

I 

(" 

Objective 



Learner 

Outcome 


another. 





Values 

Integration 

Respect for others: Responsibilities within one's 

family. 


Activities 

Students will identify family members and discuss 


students will develop a family album that will 


(~ 

· 

students will role-play situations in which family 


another. 



when someone has done something well 

· 



· holidays 


Students will show care and help family members. 









responding 

19 

&Pr

Mahopac 262 

Lesson 2 

Grade 2 

i 

I. 

Objective 


diseases. 


Learner 

outcome 





VI Diseases 

and Disorders 

Values 

Integration 





students will identify what a disease is. 

students will define what communicable disease 

means. 

Activities 



( 

". 

allergies 

. diabetes 

cold 

. strep throat 

asthma 

heart disease 

flu 

chicken pox 

students will create a chart showing which 




students will behave in ways which will contribute 


proper rest 

proper eating 

activity 

-. 

20 

~V/~

Mahopac 263 

Lesson 3 

Grade 2 

Objective 



Learner 

outcome 

Recognize choices and their consequences. 



III Nutrition 

XI Healthful 

Lifestyles 

Values 

Integration 

Reasoning: Consider choices to be made and the 

consequences of those choices. 

Respect for Self: Responsibilities related to 

one's health that will maintain and improve a 


C' 

\''''v~' 


Activities 

The teacher will tell a short story about Jane 

The teacher will tell the story of Jane: Jane woke 

up late on a rainy school day. She had no time to 

brush her teeth or eat breakfast. She was late 

getting to school, and she forogot her homework 

and her lunch. What will happen to Jane? 

Students will discuss the choices Jane made. 

Students will create a new story about Jane and 

what she could have done to make her day better. 

Students will decide what Jane could have done and 

what the consequences of her new choices might be. 

Students will take responsibility for daily 

routines, such as: 

planning 

eating appropriately 

allowing sufficient time for routines 

21 

~03

Mahopac 264 

Lesson 4 

Grade 2 

Objective 



Learner 

outcome 




X Community 

Health 

Values 

Integration 

Respect for Self: Seek help from those 

who are able to provide assistance. 

Respect for Others: Recognize help that others can 

provide. 




home 

school 

Community 

religious 

organization 

(~.. 

Activities 


resources. 

of health 

The teacher will give a homework assignment: 

Discuss with my family who can help me if I become 

ill at school ar at home. 

Students will discuss the results of their 

homework assignment at school and list the 

resources. They will note all the different 

people classmates have identified as resources. 

The class will decide who the health resources are 

in the: 

home 

school 

community 

religious 

organization 

22 

~ÇoC¡

Mahopac 265 

Lesson 1 

Grade 3 

Objective 



Learner 

outcome 


another. 





Values 

Integration 

Respect for others.: Responsibilities within one's 

family. 


Activities 

students will identify family members and discuss 


students will develop a family album that will 


(-~. 

students will role-play situations in which family 


another. 



when someone has done something well 



holidays 


students will show care and how to help family 

members. 









responding 

( 

23 

Jl~,

Mahopac 266 

Lesson 2 

Grade 3 

Objective 


diseases. 


Learner 

outcome 





VI Diseases 

and Disorders 

Values 

Integration 





Students will identify what a disease is. 

Students will define what communicable disease 

means. 

(.~ 



. allergies 

diabetes 

cold 

strep throat 

asthma 

heart disease 

flu 

chicken pox 

Students will create a chart showing which 




Students will behave in ways which will contribute 


proper rest 

proper eating 

activity 

24 

~fP6

Mahopac 267 

Lesson 3 

Grade 3 

( 

Objective 



Learner 

Outcome 

Show an appreciation of one's own uniqueness and 

the uniqueness of others. 



I Human Growth and Development 


Values 

Integration 

Respect for Self: Feeling good about oneself and 

what makes one unique. 

Respect for others: Respect and acceptance of the 

uniqueness of others. 


Students will identify those characteristics that 

make them unique: 

physical characteristics 

behavior 

talents 

feeling responses to situations 

(" 

~,~, ..- 

students will identify that they share some of 

these characteristics with others. 

Activities 

The class will create a bulletin board 

illustrating different people engaging in a 

variety of activities. 

students will discuss the similarities and 

differences illustrated on the bulletin board. 

students will discuss what it feels like to be 

different. 

students will decide how they are the same and how 

they are different from other people. 

students will decide how they can help each other 

to accept themselves. 

students will practice behaviors that demonstrate 

respect for their own uniqueness and that of 

others, such as: 

acceptance of physical characteristics 

recognition of talents 

acceptance of feelings 

25 

Jjp{

Mahopac 268 

Lesson 4 

Grade 3 

( 

Objective 

Learner Outcome 

There are Gommunity resources for information,· 




EduCation Topic(s) 

X Community 

Health 

Values 

Integration 

Respect for Self: Seek help from those 


Respect for Others: Recognize help that others can 

provide. 




horne 

school 

Community 

religious 

organization 

(~ 

Activities 

The class may create a booklet of health 

resources. 

The teacher will give a homework assignment: 

Discuss with my family who can help me if I become 

ill at school ar at horne. 

Students will discuss the results of their 

homework assignment at school and list the 

resources. They will note all the different 

people classmates have identified as resources. 

The class will decide who the health resources are 

in the: 

horne 

school 

community 

religious 

organization 

26 

I).ltJi

Mahopac 269 

( 

PATTERN OF LESSON DEVELOPMENT - GRADE 4-5 

The lessons in the cluster focus on three objectives, namely: 

There are some diseases that are communicable diseases. 


There are skills to practice that will lead to a healthful 

lifestyle. 

There are community resources for information, help, and 

counseling. 

EXPECTED OUTCOMES 

The 

student: 

differèntiates between a communicable and non-communicable 

disease; 

cites common disease producing agents; 

describes common methods of disease transmission; 

explains how infections can spread through the body. 

describes the cycle of infection; 

describes the concept of unhealthy behavior; 

cites several unhealthy behaviors and their relationship to 

sickness and disease. 

('.~... 

identifies healthy behaviors; 

suggests ways to minimize exposure and reduce chances of 

infection; 

develops a plan for staying healthy; 

27 

~rær

Mahopac 270 

( 

l, 

Lesson 1 

Grade 4 

Objective 

There are skills to practice that will lead to 


Learner 

outcome 

Understand the role of personal behavior in 

disease prevention. 



XI Healthful 

Lifestyles 

Values 

Integration 

Respect for Self: Promoting one's individual 

positive health practices. 

Self-discipline: Personally planning and, carrying 

out good health practices. 


Each student will develop a personal health 

profile identifying: 

c 

immunizations 

diseases 

medical conditions 

injuries 

surgery 

height 

weight 

medications 

allergies 

blood type 

daily health practices 

Students will identify sources for information, 

such as: 

parents, guardians 

school nurse 

. 

doctor 

clinic 

Students will develop a personal health profile 

Activities 

students will discuss the relationship between 

medical information, health practices, and one's 

health profile. 

students will recognize that some diseases are 

preventable by immunization. 

Students will decide which health care practices 

they as individuals need to develop. 

28 

Å70

Mahopac 271 

Cont'd ....Lesson 1 

Grade 4 

Activities students will take personal responsibility for 

those healthy practices over which they have 

control, namely: 

practicing sound disease prevention habits 

practicing habits of good nutrition 

taking appropriate precautions to prevent 

injuries 

following doctor's advice 

taking medication as prescribed 

c:: 

( 

29 

~i(

Mahopac 272 

Lesson 2 

Grade 4 

Objective There are skills to practice that will lead to a 


Learner outcome Understand the concept of risk and the 

consequences of risk-taking behaviors. 

Comprehensive Health VIII Alcohol, Tobacco, and Other Drug Substances 


Values Integration Reasoning: Consider risks taken and the 

consequences of those risks. 

Respect for Self: Identifying risks and resulting 

consequences to self. 

Identification Students will define risk and identify some 

risk-takingbehavior~: 

smoking 

drinking an alcoholic beverage 

using illegal drugs 

C" Activities The class will discuss: 

what risk is 

why individuals take risks 

Students will discuss: 

why someone would do these things 

what might happen as a result of these actions 

-short-term consequences 

-long-term consequences 

Students will identify positive alternative 

behaviors for each of the situations. 

Students will evaluate alternatives and recognize 

which ones best promote positive outcomes. 

students will recognize the consequences of 

risk-taking behaviors and avoid practices such as: 

smoking 



30 

~1;

Mahopac 273 

( 

" 

Lesson 3 

Grade 4 

Objective 



Learner 

Comprehensive 

Education 

outcome 

Health 

Topic(s) 

Practice the responsibilities involved with 

families, friends, and school. 



Values 

Inteqration 

Respect for Others: Responsibilities to family and 

friends. 

Respect for Self: Feeling good about helping 

others. 


Students will identify their responsibilities to: 

family 

friends 

school 

( 

Activities 

Students will make three charts that denote 

responsibilities of students at home, with 

friends, and at school. 

Students will discuss how their responsibilities 

differ among family, friends, and school and how 

carrying out these responsibilities differ from 

student to student. 

Students will decide which responsibilities they 

can handle on their own. 

Students will decide ways they can get help, if 

necessary, to fulfill their responsibilities. 

students will carry out responsibilities they have 

identified. 

( 

31 

Â7J

Mahopac 274 

TEACHERS NOTES - GRADE 5 

TEACHER 

VOCABULARY 

Host - Any person in whom an infectious agent can 

live and multiply. 

Immunization - Method of producing resistance to 

an infectious disease, usually by vaccination 

or inoculation. 

Infectious agent - An organism (virus, bacteria, 

etc.) that is capable of producing infection 

or infectious disease. 

Method of entry - Manner in which organisms enter 

the host's body. 

Method of escape - Manner in which organisms leave 


Mode of transmission - Manner in which an 

infectious agent is transmitted from one 

person to another. 

( .~~ - 

Organism - Any living thing, such as a virus, 

bacteria, etc. 

Susceptible host - A person not possessing 

sufficient resistance against a particular 

organism to prevent contracting the infection 

when exposed to the organism. 

( 

32 

~7r

Mahopac 275 

Lesson 1 

Grade 5 

Objective 

There are diseases that are communicable diseases. 

Learner 

Outcome 

Understand the chain of infection and how to break 

it. 

Comprehensive 

Education 

Health 

Topic(s) 

VI Diseases 

and Disorders 

Values 

Integration 

Respect for Self: Caring for and protecting 

oneself by taking appropriate steps to break the 

chain of infection. 

Respect for others: Caring for and protecting 

others by taking appropriate steps to avoid the 

spread of infection. 


Students will identify the chain of infections: 

C" 

\'~..... 

infectious agent 

host 

method of escape from host 

mode of transmission 

method of entry into new host 

susceptible host 

Activities 

The teacher, with students, will chart the chain 

of infection. 

Students will chart the chain of infection for 

measles. 

Students will decide how one can break the chain 

of infection. 

Students will demonstrate behavior that seeks to 

break the chain of infection. 

cover nose and mouth 

avoid contact with secretions from the human 

host. 

obtain appropriate immunization. 

C", 

33 

'Á7r

Mahopac 276 

( 

e-- 

Lesson 2 

Grade 5 

Objective 

There are skills to practice 


that will lead to a 

Learner 

Outcome 

Demonstrate 

respect for personal privacy. 

Comprehensive Health ' 





Values 

Integration 

Reasoning: Recognizing potential threats to one's 

personal privacy and safety and taking appropriate 

safeguarding actions. 


The teacher presents the following situation to 

the class: 

c 

Activities 

Pat is 11 years old. Fran walks into the bathroom 

when Pat is taking a shower. Pat is 

uncomfortable. 

The class discusses areas which 

privacy and safety: 

impact personal 

right to set and uphold personal and physical 

limits. 

right to express or withhold one's own 

thoughts and feelings. 

right to protect oneself from possible harm. 

students will discuss why they have the right not 

to be intruded upon or exposed. 

students will discuss how they would 

were Pat and what they would do. 

feel if they 

students will decide what they think Pat should 

do. 

students will decide what they would do if they 

were in the same situation or a similar situation. 

students will practice self-protecting behaviors 

which assert their right to personal privacy and 

safety: 

c, 

setting limits 

,saying no 

34 

al&

Mahopac 277 

( 

Lesson 3 

Grade 5 

Objective 



Learner 

Comprehensive 

Education 

Outcome 

Health 

Topic(s) 

Recognize the help and support that family, 

friends, and school can provide. 



Values 

Integration 

Respect for Others: Fostering family, friendship, 

and school support systems. 

Respect for Self: See~ing help from individuals 


Reasoning: Choosing appropriate help. 


Students will identify family members, friends, 

and.school personnel who can help them: 

(. 

parents 

relatives 

. close friends 

neighbors 

teachers 

school nurse/social worker 

principal 

Activities 

students will brainstorm ways in which they might 

need help from others. 

students will discuss possible helpers in these 

situations: 

1. Jason is having trouble with math. 

2. Sandy is concerned about the headache she 

keeps getting. 

3. Chris has been feeling left out at lunchtime. 

Students will decide what situations require the 

help of others. 

students decide who would be most helpful in that 

situation. 

( 

students will use those helpers they have 

identified. 

35 

dll

Mahopac 278 

EXPECTED INSTRUCTIONAL OUTCOMES - GRADE 6 

INSTRUCTIONAL 

GOAL: 

To understand the nature and extent of infection, sickness and disease; 

how these conditions are spread and prevented; and their overall 

impact on the body. 

Sub-Goal 1. To recognize the sickness and disease are caused by a 

variety of agents. 

EXPECTED 

OUTCOMES 

The Student: 

- differentiates between a communicable and noncommunicable disease; 

- cites common disease pr0ducing agents; 

- describes common methods of disease transmissions; 

- explains how infections can spread through the-body. 

Sub-Goal 2. To recognize how lifestyle influences the disease 

process. 

(- 

EXPECTED OUTCOMES 

The 

Student: 

- describes the cycle of infection; 

- describes the concept of unhealthy behavior; 

- c.ites several unhealthy behaviors and their relationship to sickness 

and disease. 

Sub-Goal 3. To recognize ways to minimize the impact of illness and 

disease and promote good health. 

EXPECTED 

OUTCOMES 

The Student: 

- identifies healthy behaviors; 

- suggests ways to minimize exposure and reduce chances of infection; 

- develops a plan for staying healthy; 

• 

36 

::? 7JJ

---'\ 1\ -~ Mahopac 279 

PATTERN OF LEsSON DEVELOPMENT - GRADE 

-6 

The lessons in the cluster focus on four objectives, namely: 

• There are some diseases that are communicable diseases. 

-AlOS is a comouloiaabledisease. 

• There are skills to pndiœ that will lead to a healthful lifestyle. 

• There are community JeIOU1'Ces for information, help, and counseling. 

• There are methods ol preventionfor AIDS. 

The pattern of lesson development identifies the learner outcomes as follows: 

CommllniClible DiseIlSeS 

COIØIIIIIlJic.ble 

DiMIIMIAIDS 

Hellltlrjlli Lifostyle 

Commli1fity &sources 

AlDS PTevention 

19 Understand the chaín of 

infection and now to 

break it 

110 UnderaWId the body'a 

immune aystem 

III Know wiiya AIDS 

cannot be transmitted 

lU Demonslriite respect 

for personal priViiC)' 

113 Understand the role of 

personal behavior in 

di8eiiSe prevention 

117 Locate schooil 

community resources 

for AIDS information 

'18 Understand how 

abstinence from illegal 

drug use can prevent 

the transmission of the 

AIDSvirus 

114 Understand the 

concept of risk and the 

consequences ol risktaking 

behiiviors 

lIS Practice the respenslbilities 

involved with 

family, ~. and 

school :",_,~-¡ 

.~ 

116 Recognize'the help 

and support thiit 

fiimiIy, friends, and 

øchooI cm provide 

~ 

~ 

.... 

The goal in grade -6 is to equip students with the ability to take personal responsibility for their health and well-being. Whether the area be 

setting personal limits, disease prevention, responding to risk-taking situations or family involvement, students are channeled to practice positive 

behavíors that promote overall optimum health. 

four lessons in the cluster are AIDS specific (Lesson #10, 111, 117, and 11.8).At this age level it is appropriate for students to understand that AIDS 

is a communicable disease. The nature of the disease is outlined to provide studerits with a basic grasp of the impact of AIDS on one's immune 

systern. This lesson alerts students to the serious implications of the AIDS virus. Itis meant to create auareness, not anxiety, in students. The second 

AIDS specific lesson deals with the ways the AIDS virus cannot be transmitted. The third AIDS specific lesson deals with locating school/community 

(continued on next page) 

?'7

-~\.. 

=, 

.t 

~ 

en 

~ 

...-~-~ 

resources for AIDS information. The fourth AIDS specific lesson deals with the prevention of AIDS by abstaining from drug Use. The intent here 

again isto reduce anxiety via understanding accurate transmission information. It isappropriate to answer student questions about AIDS and AIDS 

transmission as simply as po&SibIe and linùt responses to questions asked. Depending on the district's needs assessment and recommendations of 

the community Advisory Council. AIDS prevention lessons from the 1-8 grade-level duster (Lesson l21a and 121b) may be introduced. Please note 

that a student may be exaued froJn the methods of prevention lessons upon receipt of a written request to a principal from a parent or guardian. 

The lessons provide • fruDewod for addressing AIDS instruction at the elementary level (1

CHAIN OF INFECTION 

Mahopac 281 

i." 

INFECTIOUS 

AGENT 

'f. '" • '... "-v", • 

SUSCEPTIBLE 

HOST 

HOST 

( 

METHOD OF 

ENTRYIN10 

NEW HOST 

METHOD OF 

ESCAPE 

FROM HOST 

MODE OF 

.TRANSMISSION 

.~.. , . ~-'.. ',' .,' ; 

.. :=; 

39 

~(

c 

CHAIN OF INFECfION 

FOR MEASLES 

INFECI'IOUS 

MEASLES 

VIRUS 

______ 

AGENT 

---J 

~~."- ..... _."' ... ,_-..I~~..',.oI;,~' 

';(, 

~t 

Mahopac 282 

co 

'-' ... 

SUSCEmBLE 

HOST 

Any person who 

has not been immunized 

or had measles 

HOST 

Human 

, 

METHOD OF 

METHOD OF 

ESCAPE 

EWRYINTO 

FROM HOST / 

NEW HOST 

Breathing air with droplets 

o 

Droplets from 

sneezing or coughing 

.' 

( 

>'. 

46 

MODE OF ~\ 

TRANSMISSION;\", 

Direct contact' 

with droplets\ 

. .........:-.',~ ~ ,t·..... '~::., ... ,.,,-' , ......... J:;, ,:, 

LfO 

aJ,;?

Mahopac 283 

( 

Lesson 1 

Grade 6 

Objective 


diseases. 

Learner 

Outcome 

Understand the chain of infection and how to break 

it. 



VI Diseases 

and Disorders 

Values 

Integration 

Respect for Self: Caring for and protecting 

oneself by taking appropriate steps to break the 

chain of infection. 

Respect for others: Caring for and protecting 

others by taking appropriate steps to avoid the 

spread of infection. 

Motivation 

Activity 

The teacher, with students, will chart the chain 

of infection. 


students will identify the chain of infection: 

(..~ 

infectious agent 

host 

method of escape from host 

method of entry into new host 

susceptible host 

Effective 

Communication 

students will chart the chain of infection for 

measles. 

Decision 

Making 

students will decide how one can break the chain 

of infection. 

Positive Health 

Behaviors 

Students will demonstrate behavior that seeks to 

break the chain of infection: 

cover nose and mouth 

avoid contact with secretions from the hurnan 

host 

obtain appropriate immunization 

41 

::&.:JJ

Mahopac 284 

c- 

Lesson 2 

Grade 6 

Objectives 

AIDS is a communicable disease. 

Learner 

outcome 

Understand the body's immune system. 



VI Diseases 

and Disorders 

Values 

Integration 

Respect for Self: Proper attention and care for 

one's health and well-being. 

Motivating 

Activity 

The teacher will diagram the immune system as a 

defense system against disease. 


Students will identify the body's immune system as 

a mechanism that helps fight disease. 

Students will identify how the immune system 

responds to: 

a cold 

AIDS 

( Effective 

Communication 

Students will describe how the body responds to 

these different infections. 

Decision 

Making 

Students will decide how they can protect their 

immune system by reducing exposure to infections. 


Behaviors 

Students will reduce their own exposure to 

infection. 

( 

42 

~J'7'

Mahopac 285 

( 

Lesson 3 

Grade 6 

Objective 


Learner 

Outcome 

Know ways AIDS cannot be transmitted 



VI Diseases 

and Disorders 

Values 

Integration 

Respect for Self: Awareness and concern for oners 

own health. 

Reasoning: Understanding the implication of how 

the AIDS virus cannot be transmitted. 

Motivating 

Activity 

The teacher will distribute an AIDS MYTH-FACT 

SHEET. (Page 53 - State Guide) 


Students will identify ways that the AIDS virus 

cannot be transmitted: 

(. 

touching, hugging 

sneezing 

. sharing food 

using public toilets 

us ing public swimming pools 

sitting next to someone with AIDS 

Effective 

Communication 

Students will discuss ways the AIDS virus 

cannot be transmitted. 

Decision 

Making 

Using the AIDS MYTH-FACT SHEET, students will 

decide in which situations the AIDS virus cannot 

be transmitted. 


Behaviors 

Recognizing how AIDS cannot be transmi tted", 

students can approach their everyday lives with 

reduced anxiety about AIDS. 

( 

\, 

43 

tRtf'f"'

Mahopac 286 

( 

Lesson 4 

Grade 6 

Objective 



Learner 

Outcome 

Understand the role of personal behavior in 

disease prevention. 



XI Healthful 

Lifestyles. 

Values 

Integration 

Respect for Self: Promoting one's individual 

positive health practices. 

Self-discipline: Personally planning and carrying 

out good health practices. 

Motivating 

Activity 

students will develop a personal health profile. 

(- 

" 


'.-. 

Each student will develop a personal health 

profile identifying: 

immunizations 

diseases 

medical conditions 

injuries 

surgery 

height 

weight 

medications 

allergies 

blood type 

daily health practices 

Students will identify sources for information, 

such as: 

parents, guardians 

school nurse 

doctor 

clinic 

Effective 

Communication 

students will discuss the relationship between 

medical information, health practices, and one's 

health profile. 

students will recognize that some diseases are 

preventable by immunization. 

-'" 

JO. ~ 

44 

~cfb

Mahopac 287 

( 

Lesson 5 

Grade 6 

Objective 



Learner 

outcome 

Understand the concept of risk and the 

consequences of risk-taking behaviors. 



VIII Alcohol, Tobacco, and other Drug Substances 

Values 

Integration 

Reasoning: Consider risks taken and the 

consequences of those risks. 

Respect for Self: Identifying risks and resulting 

consequences to self. 

Motivating 

Activity 

The class will discuss: 

what risk is 

why individuals take risks 

(~.. 


Effective 

Communication 

Students will define risk and identify some 

risk-taking behaviors: 

smoking 



Students will discuss: 

. why someone would do these things 

what might happen as a result of these actions 

- short-term consequences 

- long-term consequences 

Decision 

Making 

students will identify positive alternative 

behaviors for each of the situations. 

Students will evaluate alternatives and recognize 

which ones best promote positive outcomes. 


Behaviors 

Students will recognize the consequences of 

risk-taking behaviors and avoid pra~tices such as: 

smoking 



c"~o 

45 

aY;

Mahopac 288 

Lesson 6 

( 

Grade 6 

Objective There are skills to practice that will lead to 

healthful lifestyles. 

Learner outcome Practice the responsibilities involved with 

families, friends, and school. 

Comprehensive Health V Family Life Education 

Education Topic(s) X Community Health 

Values Integration Respect for Others: Responsibilities to family and 

friends. 

Respect for Self: Feeling good about helping 

others. 

Motivating Activity Students will make three charts that denote 

responsibility of students at home, with friends, 

and at school. 

Identification students will identify their responsibilities to: 

family 

(~,~ 

friends 

school 

students will identify special responsibilities 

they have when a family member or friend becomes 

ill or disabled. 

Effective students will discuss how.their responsibilities 

Conmunication differ among family, friends, and school and how 

carrying out these responsibilities differ from 

student to student. 

Decision Making students will decide which responsibilities they 

can handle on their own. 

students will decide ways they can get help, if 

necessary, to fulfill their responsibilities. 

Positive Health students will carry out responsibilities they 

Behaviors have identified. 

/ 

.. 

46 

QctJ'

Mahopac 289 

( 

Lesson 7 

Grade 6 

Objective 



Learner 

outcome 

Recognize the help and support that family, 

friends, and school can provide. 





Values 

Integration 

Respect for others: Fostering family, friendship, 

and school support systems. 

Respect for Self: Seeking help from individuals 


Reasbning: Choosing appropriate help. 

Motivating 

Activity 

students will brainstorm ways in which they might 

need help from others. 

( 


Effective 

Communication 

Students will identify family members, friends and 

school personnel who can help them: 

parents 

relatives 

close friends 

neighbors 

teachers 

school nurse/social worker 

principal 

Students will discuss possible helpers in these 

situations: 


2. Sandy is concerned about the headache she keeps 

getting. 


Decision 

Making 

Students will decide what situations require the 

help of others. 

Students decide who would be most helpful in that 

situation. 

( 


Behaviors 

students will use those helpers they have 

identified. 

47 

eV'f

Mahopac 290 

( 

Lesson 8 

Grade 6 

Objective 


help and counseling. 

Learner 

Outcome 

Locate schaal/community resources for AIDS 

information. 



X Community 

Health 

Values 

Integration 

Respect for Others: Fostering family and community 

support systems. 

Respect for Self: Seeking help from groups who 

are able to provide assistance. 


Motivating 

Activity 

Students will investigate community and school 

agencies that provide information about AIDS. 

( 

'

Mahopac 291 

( 

Lesson 9 

Grade 6 

Objective 

There are methods of prevention for AIDS. 

Learner 

Outcome 

Understand how abstinence from illegal drug use 

can prevent the transmission of the AIDS virus. 



VI Diseases and Disorders 

VIII Alcohol, Tobacco, and Other Drug Substances 

Values 

Integration 

Respect for Self: Avoiding behaviors which put one 

at risk to exposure to the AIDS virus. 

Respect for Others: Avoiding behaviors which can 

result in the transfer of the AIDS virus to 

another person. 

Self-discipline: Abstaining from illegal drug use 

despite pressures. 

( 

\'"'' 

Motivating 

Activity 


Effective 

Conmunication 

Students will create a drawing/poster of how the 

AIDS virus can be transmitted by illegal 

intravenous drug use. 

students will identify drug practices that put a 

person at risk to be exposed to the AIDS virus. 

students will discuss why people might use illegal 

drugs and the advantages to abstaining from 

illegal drug use. 

students will discuss how illegal drug practices 

increase the risk of exposure to the AIDS virus. 

Decision 

Making 

students will decide what actions a person could 

take to avoid illegal drug use. 


Behaviors 

students will practice positive health behaviors 

to remove themselves from the possibility of 

exposure of the AIDS virus such as: 

resisting peer pressure 

abstaining from illegal drug use 

participating in activities that enhance 

self-respect and self-concept 

seeking help for problems or concerns 

(, 

49 

~~

Mahopac 292 

( EXPECTED INSTRUCTIONAL OUTCOMES - GRADES 7 & 8 

INSTRUCTIONAL 

GOAL: 

To understand the nature of AIDS and the actions necessary to prevent, 

limit, and control its development. 

Sub-Goal 1. To understand what AIDS is and what causes it. 

EXPECTED 

OUTCOMES 

The Student: 

defines the term AIDS; 

describes how virus and bacteria attack the cells; 

distinguishes among the types of infectious agents; 

describes the AIDS virus action on the immune system. 

Sub-Goal 2. To recognize how the AIDS virus is transmitted. 

EXPECTED 

OUTCOMES 

The Student: 

(. 

explains where the AIDS virus is found; 

explains how the AIDS virus is transmitted; 

explains how the AIDS virus is not transmitted; 

identifies high risk behaviors. 

Sub-Goal 3. To recognize how AIDS can be prevented. 

EXPECTED 

OUTCOMES 

The Student: 

cites reasons why it is important to know about AIDS; 

identifies high risk behaviors for contracting AIDS; 

suggests lifestyle behaviors that will minimize and prevent 

transmission of the AIDS virus. 

( 

50 

:11/~

Mahopac 293 

. 

SPECTRUM OF HIV INFECTION 

( 

ASYMPTOMATIC ARC 

AIDS RELATED 

AIDS 

COMPLEX 

External Signs • No symptoms • Fever • Kaposi's 

• Looks well • Night sweats sarcoma 

• Swollen lymph • Pneurnocysns 

! glands cariníi 

• Weight loss pneumonia and 

• Diarrhea 

other 

• Minor infec- opportunis tic 

tions 

infections 

• Fatigue 

• Neurological 

disorders 

Incubation • Invasion of • Several months • Several 

virus to to 10 years months to 

3 months 10 years 

(-. 

'-".- 

Internal Level • Antibodies are • Antibodies are • Immune system 

of Infedion produced produced deficient 

• Immune system • Immune system • Positive 

remains intact weakened antibody test 

• Positive 

• Positive 

antibody test antibody test 

Possible to • Yes • Yes • Yes 

Transmît HIV 

.. 

(' 

l. 

.- 

51 

~1'3

Mahopac 294 

( 

>"" 

Lesson 1 

Grade 7 & 8 

Objective 

AIDS is a communicable disease 

Learner 

Outcome 

Know that a person can transmit the AIDS virus 

even if he/she looks healthy. 



VI Diseases 

and Disorders 

Values 

Integration 

Reasoning: Understanding the spectrum of 

infection of the AIDS virus. 

Reasoning: Thinking for oneself. 

Self-discipline: 

Saying no to risky behavior. 


The teacher will draw the AIDS virus (HIV) 

spectrum on the board with three stages: 

c_ 

Asymptomatic 

ARC 

AIDS 

Students will identify internal and external signs 

of the disease for each of the three stages. 


Behaviors 

Students will know that a person can transmit the 

AIDS virus whether he/she looks healthy or ill. 

Students will know how the AIDS virus is and is 

not transmitted. 

( 

52 

a.1r.¡

Mahopac 295 

( 

\ 

Lesson 2 

Grade 7-8 

Objective 



Learner 

Outcome 

Understand the impact of AIDS on the family. 







Values 

Integration 

Respect for others: Responsibilities to one's 

family; compassion, showing care and understanding 

Respect for Self: Asking for help from groups that 


c.. 


Students will identify: 

· physical concerns and needs 

emotional concerns and needs 

· family concerns and needs 

Effective Conmunication Students will discuss roles of various family 

members: 

· parents, guardians 

siblings 

relatives 

Decision 

Making 

Students will discuss community resources that the 

family can use: 

friends 

· school 

religious organization 

community organization 

Students will decide how family members can help 

one another and the person with AIDS. 

( 


Behaviors 

Students will understand the impact of AIDS, and 

the importance of maintaining positive social 

behaviors with persons with AIDS: 

sharing family responsibilities to support the 

person 

spending time together with the person 

including the person in activities 

· being attentive and sensitive to the person's 

needs and concerns 

Students will recognize that there are community 

resources available. 

53 

J..t¡F'

Mahopac 296 

" 

( 

Lesson 3 

Grade 7-8 

Objective There are community resources for information, 


Learner Outcome To find and use available AIDS resources in the 


community. 



Values Integration Reasoning; Identifying appropriate community 

supports. 

Identification Students will identify information and available 

services. 

Decision Making students will review the best sources for 

obtaining accurate, reliable, current information 

about AIDS. 

Positive Health students will know where and how 

Behaviors current, reliable AIDS information. 

to obtain 

('.'.- 

( 

54 

~qv

Mahopac 297 

( 

EXPECTED INSTRUCTIONAL OUTCOMES - HIGH SCHOOL 

INSTRUCTIONAL 

GOAL: 

To understand the nature of AIDS and the actions necessary to prevent, 

limit, and control its development. 

Sub-goal 1. To understand what AIDS is and what causes it. 

EXPECTED 

OUTCOMES 

The Student: 

- defines the term AIDS and describes how the disease is characterized; 

- describes the origin of the AIDS disease; 

- identifies the basic causes of AIDS; 

- explains how the AIDS virus affects the immune system. 

Sub-goal 2. To understand how the AIDS virus is transmitted and the 

basic symptoms of the disease. 

C" 

The 

- 

- 

- 

Student: 

explains where the AIDS virus can be found; 

explains how the AIDS virus is transmitted; 

suggests several ways that AIDS is not transmitted; 

describes who can contract AIDS; 

describes the symptoms of ARC; 

describes the symptoms of AIDS; 

explains the medical treatments for AIDS; 

Student will have the latest information about an ever changing disease. 

Sub-goal 3. To understand how AIDS can be prevented and the'measures 

necessary to limit its spread. 

EXPECTED 

OUTCOMES 

The Student: 

- cites reasons why it is important to know about AIDS; 

- discusses ways to prevent the spread of AIDS including abstinence from 

sex and drugs, and the limitations of.the use of condoms in the 

prevention of AIDS. 

- identifies accurate sources of information regarding AIDS; 

c 

55 

'{Q7

Mahopac 298 

( 


ASYMPTOMATIC ARC AIDS 

AIDS RELATED 

COMPLEX 

" 

External Signs • No symptoms • Fever • Kaposi's 


• Swollen lymph • Pneumocystis 

glands 

carinii 


• Diarrhea 

other 

• Minor infec- 

opportunistic 

tians 

infections 

• Fatigue 


disorders 




.. 


of Infection produced produced deficient 

• Immune system • Immune system • Positive 


• Positive 

• Positive 

antibody test antibody test 


Transmit HIV 

c 

56 

d..7J~

Mahopac 299 

rC 

- 

( 

Lesson 1 

High School 

Objective 


Learner 

outcome 

Know the spectrum origin, incidence and 

transmission of AIDS 


Education topic(s) 

VI Diseases 

and Disorders 

Values 

Integration 

Reasoning: Ability to understand the process of 

AIDS transmission 


The teacher will present the HIV continuum with 

three stages 

(- 


Behaviors 

Asymptomatic 

ARC 

AIDS 

Students will identify internal and external 

signs of the disease for each of the three stages. 

Students will know that a person can transmit the 

AIDS virus whether he/she feels healthy or ill. 

( 

57 

~1Jt¡

Mahopac 300 

Lesson 2 

High School 

Objective 


Learner 

Outcome 

Know ways the AIDS virus can and cannot be 

transmitted. 



VI Diseases 

and Disorders 

Values 

Integration 

Reasoning: Understanding the consequences associated 

with AIDS transmission. 

Respect for Self: Awareness and concern for one's own 

health. 

Motivating 

Activity 

The teacher will distribute an "AIDS MYTH-FACT SHEET" 

to students. 

(" 


Students will identify the ways that the AIDS virus 

can be transmitted: 

· sexual intercourse with an infected partner 

sharing IV drug needles with an infected user 

infected mother to unborn baby 

transfusion of infected blood or blood 

fractions 

Students will identify ways in which the AIDS virus 

cannot be transmitted: 

sneezing 

· using toilets 

using swimming pools 

eating in restaurants 

donating blood 

· being in the same class as someone with AIDS 

Effective 

COIlIIIIlnication 

Students will discuss each item on the "AIDS 

MYTH-FACT SHEET" correcting misstatements as they 

review the sheet. 

Decision 

Making 

Students will reorganize the "AIDS MYTH-FACT SHEET" 

to provide statements about how the AIDS virus is 

transmitted. 


Behaviors 

students will demonstrate an understanding of how the 

AIDS virus is transmitted. 

Students will recognize ways that the AIDS virus 


( 

Students will carry out their everyday activities 

with increased confidence. 

58 

3°0

Mahopac 301 

( 

Lesson 3 

High School 

Objective 

There are community resources for information, help, 

and coun s'eLí.nq, 

Learner 

outcome 

Identify the community's present and projected 

responses to AIDS. 



X Community 

Health 

Values 

Integration 

Reasoning: Identify organizations which provide 

information for groups and individuals related to 

AIDS; resources directed to those who have needs; 

provide appropriate family and community support. 

Respect for Self: Responsibility to make oneself 

aware of threats to health and community resources 

that can help. 

(. 


Students will identify AIDS-related community 

resources currently in place: 

· hospital 

county health agencies 

planned parenthood 

· AIDS council 

religious organizations 

United Fund 

· AIDS self-help support groups 

· local chapter of American Red Cross 

local hemophilia chapter 

· AIDS testing centers 

substance abuse treatment centers 

· mental health centers 

hospices 

( 

59 

30/

Mahopac 302 

Lesson 4 

High School 

Objective 

There are methods of prevention 

for AIDS. 

Learner 

Outcome 

Understand how abstinence from illegal drug use can 

prevent the transmission of the AIDS virus. 




VlrI Alcohol, Tobacco, and Other Drug Substances 

Values 

Integration 

Respect for Self: Avoiding behaviors which put one at 

risk to exposure to the AIDS virus. 

Respect for Others: Avoiding behaviors which can 

result in the transfer of the AIDS virus to another 

person. 

Self-discipline: Abstaining from illegal drug use 



( 

""~~-. 

Effective 

Conmrunication 

Students will identify drug practices that put a 

person at risk to be exposed to the AIDS virus. 

Students will discuss how drug practices increase the 

risk of exposure to the AIDS virus, why some people 

might continue the practices regardless of the AIDS 

risk, and how such individuals can be helped to 

change their behavior. 

Decision 

Making 

Students will decide to: 

make decisions to avoid illegal drug use 

not begin to use illegal drugs 


Behaviors 

Students will practice positive health behaviors to 

remove themselves from the possibility of exposure to 

the AIDS virus, such as: 

resisting peer pressure 

abstaining from illegal drug use 

participating in activities that enhance 

self-esteem and self-worth 

seeking help for problems or concerns 

( 

60 

.70~

Mahopac 303 

( 

\ 

Lesson 5 

High School 

Objective 


Learner 

outcome 

Understand how abstinence from sexual activity is the 

surest way to prevent transmission of the AIDS virus-o 





Values 

Integration 

Reasoning: Understanding the value of abstinence. 

Respect for Self and Other: Understanding the 

consequences of AIDS transmission. 

Self-discipline: Delaying sexual activity. 

c_ 



Behaviors 

with teacher, students will list the ways in which 

the AIDS virus is transmitted sexually. 

With teacher, students will identify methods of 

prevention, recognizing that abstinence is the 

surest way to prevent sexual ,transmission of the AIDS 

virus. 

Students will recognize that abstinence is the surest 

way to prevent sexual transmission of the AIDS virus. 

( 

61 

'.S' e? 1

Mahopac 304 

( 

Lesson 6 

High School 

Objective 


Learner 

Outcome 

Understand how to prevent the transmission of the 

AIDS virus to an unborn baby. 







XI Healthful Lifestyles 

Values 

Integration 

Reasoning: Having accurate information before making 

decisions. 

Respect for Self and Others: Planning for a healthy 

future. 


( Effective 

Communication 

Students will identify practices that could put a 

woman at risk to be exposed to the AIDS virus and 

eventually, if pregnant, to expose her unborn child 

during pregnancy or at childbirth. 

Students will discuss how a baby can be affected by 

its parents' practices and what potential 

consequences might be for individuals wanting to have 

a family in the future. 

Health 

Positive 

Behaviors 

Students will decide how blood tests for prospective 

parents may protect current and future generations. 

Students will appreciate the need for a healthful 

lifestyle that does not put an unborn baby at risk 

for the AIDS virus. 

( 

62 

$tïy

Mahopac 305 

( 

TEACHER 

NOTES 

DEFINITION 

Description and Cause of AIDS 

- Acquired Immune Deficiency Syndrome (AIDS) is a 

disease caused by a virus that attacks the body's 

immune system, making infected people vulnerable to 

opportunistic infections, canter, and neurological 

disorders. 

('- .... 

- The AIDS virus (called Hwnan Immunodeficiency 

Virus-HIV*) primarily attacks certain'white blood 

cells (called T-Lymphocytes or T-4 helper cells) 

that are part of the body's internal defense 

against disease. The virus may also attack the 

central nervous system. 

- An infected personls immune system response by 

developing antibodies to fight off the invading 

virus. It is these antibodies to HIV, and not the 

virus itself, that can be identified by a blood 

test before a person has any signs of illness. 

However; the body's ability to produce 

disease-fighting antibodies eventually becomes 

limited in HIV-infected persons as the virus 

reproduces and mUltiplies, killing the critical T-4 

cells it has infected. 

/' 

63 

'30;.1""'

Mahopac 306 

SECTION 5: 

ORIGIN OF THE AIDS VIRUS 

( HIV seems likely to have originated in central Africa 

.where serum samples from the early 1970's have been found to 

show a high incidence of seropositivity. No confirmed serum 

samples stored in the United States prior to 1978 have been 

found to be seropositive. Although HIV appears to have been 

present in Africa longer than in the United States the rising 

incidence of cases in Africa suggests a new epidemic. 

Ca~es were recorded in Haiti before the USA, and this may 

have been due to the fact that migrant Haitian workers spent 

periods of time in central Africa in the 1960's and 1970's 

and some returned to their homeland. In the 1970's Haiti wa~ 

popular as a holiday resort for homosexual men from the USA. 

Many patients in Europe and Australasia appear to have 

contracted their infection in the USA. HIV is now epidemic 

worldwide. 

In the western world, the vast majority of cases are seen 

in homosexual men, but in Africa both sexes are equally 

affected. This, as well as cases after artificial 

insemination, suggests that the virus is easily transmitted by 

vaginal as well as anal intercourse. 

Optional: 

(.. 

(Third World conditions may promote the disease. Among 

them: the presence of feces in drinking water, the use and 

reuse of unsterilized needles in m any small clinics and, 

possibly, even local rituals that involve scarification and 

the exchange of blood. 

Squalid conditions, poverty and a semitropical environment 

may also playa role in the high rate of AIDS in Haiti and, in 

parts of southeastern Florida. Belle Glade (pop.. 19,000), 

Fla. with 46 cases, has the highest incidence in the U.S. 

"There is raw sewage on the ground and rats running all 

around," says Dr. Mark Whiteside of Miami's Tropical Medicine 

Clinic. Filth, insects and a high rate of tuberculosis, he 

suggests, might contribute to the epidemic. 

The prevalence of the AIDS virus in central Africa has led 

researchers to speculate that the disease originated on that 

continent.· Harvard's· Essex believes the scourge got its start 

in monkey., specifically the African green monkey. In 

sampling the blood of 200 greens from this region, Essex found 

that 70' of them were infected with a virus similar to the one 

that causes AIDS in humans. Curiously, the virus does not 

seem to harm the monkeys, a fact that might hold important 

clues for future research. I Essex suspects that in the past 20 

to 40 years, the virus spread from monkeys to man. Other 

viruses have made this leap - notably jungle yellow fever 

virus - and, he notes, the greens often live in close 

association with people and frequently bite them. 

64. 

:30~

Mahopac 307 

( 

\. 

(._~ 

TRANSMISSION 

Unlike flu or measles, HIV is not transmitted through the 

air; it must get into the bloodstream to cause infection. For 

this reason, HIV-infected people don't pose a risk to others 

through any form of casual contact. ,There is no evidence that 

AIDS is transmitted through coughing, 'sneezing, ' food 

preparation, drinking fountains, toilet seats, being around an 

infected person on a daily basis, or donating blood. 

HIV is carried in blood f semen, vaginal secretions, and 

other body fluids including tears and saliva* of an infected 

person. However, so far the virus found in tears and saliVa 

is too dilute to cause the disease. It is transmitted from 

one person to anothyer by three routes: l) through sexual 

intercourse (physical sexual contact between individuals that 

involves the genitalia of at least one person - includes 

vaginal intercourse, oral intercourse, and anal intercourse), 

2) through parenteral exposure to,infected blood, and 3) from 

infected women to their infants during the perinatal period. 

Sexual transmission of the AIDS virus occurs during 

intercourse. It is thought that it happens through abrasions 

or tiny, unfelt tears that may occur in delicate tissues. 

Such tissue breaks can allow infected semen, blood, or vaginal 

fluid .to enter the bloodstream of a sex partner. Anal 

intercourse is most risky, since tissue tearing and bleeding 

,are likely to occur. 

' 

Transmission through parenteral exposure to infected blood 

occurs in persons sharing contaminated needles, syringes, and 

works during intravenous (IV) drug use. Small, even 

invisible, particles of infected blood can remain in the drug 

paraphernalia and can be injected into the bloodstream of the 

next user. 

The risk of AIDS transmission through -blood transfusions 

has been almost eliminated since all blood banks began testing 

donated blood for antibodies to HIV in 1985. There may be 

some risk to receiving blood if it was too early for the virus 

to show up when donor blood was tested. Blood-donor testing 

has been so effective it has reduced the risk of AIDS from 

blood transfusion to one in a million. There is no risk of 

AIDS frOll donating blood; blood collection centers use new 

transfusion equipment for each donor. 

All infected people, whether or not they have any 

symptons', are presumed capable of transmitting the virus to 

others through blood-to-blood or semen-to-blood exchange, or 

through vaginal secretions-to-blood exchange. 

c 

65 

j07

Mahopac 308 

( 

(. 

Clinical 

- 

,... 

- 

- 

Mani.festaticma 

• HIV infection* may lead to disease" which can 

take many forms. It ranges from the complete ab- 

. sence of symptoms to mild illness, to debilitating 

neurological disorders, and to fatal disease. 

• The condition called AIDS represents a syndrome 

or late-stage diseases in which the immune system 

is unable to fight off other viruses" bacteria, protozoa, 

and fungi, resulting in infections and diseases 

that eventually cause the death of the individual. 

• The condition called AIDS Related Complex 

(ARC) refers to individuals who have a suppressed 

immune system and symptoms of AIDS 

but no specific opportunistic infections, For an unknown 

percentage or individuals, ARC is a precu r- 

sor to AIDS. 

• About three percent of HIV-infected people have 

so far developed AIDS; three to five times as manv 

Hlv-infected people have ARC. Most infected 

people have no signs or symptoms of illness and 

may be unaware they have even been exposed. As 

of July 1987,38,312 persons had contracted AIDS 

in the United States. About 1.5 million people 

have been infected with HIV, according to the 

Centers for Disease Control. 

• The onset of symptoms associated with either 

ARC or AIDS may take from six months to five or 

more years to appear after the virus has entered 

the body. At this time most individuals exposed to 

HIV do not develop either ARC or AIDS, although 

they are carriers of the virus and are capable of infecting 

others. 

• Symptoms 

related to ARC include: 

= loss of appetite 

- weight loss 

-fever 

- night sweats 

- skin rashes 

-diarrhea 

-tiredness 

-lack of resistance to infection 

- swollen lymph glandI. 

The symptoms are 1ib1y to be milder than those 

found in persons with AIDS and generally are 

present in a cyclic fashion with illness followed by 

periods of wellness. 

66 

• The symptoms that individuals with AIDS de~ 

velop are related to the opportunistic diseases that 

have taken advantage of the compromised immune 

response due to HIV infection. These symptoms 

are usually persistent and difficult to treat, 

and they progressively debilitate the person to the 

point of death, As noted in the New YorkState Department 

of Health's booklet 100 Questions and Answers 

- AlOS, they may include: 

- extreme tiredness, sometimes combined with 

headaches, dizziness, or lightheadedness 

-continued fever or night sweats 

- weight loss of more than 10 pounds that is not 

due to dieting or increased physical activity 

- swollen glands in the neck, armpits, or groin 

- purple or discolored growths on the skin or the 

mucous membranes (inside the mouth, anus, or 

nasal passages) 

- heavy; continual dry cough that is not from 

smoking or that has lasted too long to be a cold 

or flu 

- continuing bouts of diarrhea 

- thrush (a thick whitish coating on the tongue or 

in the throat), which may be accompanied by 

sore throat 

- unexplained bleeding from any body opening or 

from growths on the skin or mucous rnembranes 

- bruising more easily than usual 

- progressive shortness of breath 

-confusion, lethargy, forgetfulness; lack of coordination, 

general mental deterioration. 

• Specific 'diseases that generally don't affect 

healthy adults are linked with HIV infection. In 

the United States, about 85 percent of the people 

with AlOS have had one or both of two rare diseases: 

Pneumocystis carínií pneumonia (PCP) and 

Kaposi's sarcoma (KS), a rare cancer. Individuals 

with AIDS also develop severe infections with 

yeast, cytomegalovirus, herpes, and toxoplasma, 

• The incubation period before any symptoms of 

HIV disease appear varies significantly from person 

to person. Many infected people develop 

symptoms within two years of exposure. Others, 

infected up to seven years ago, have not yet shown 

any signs of illness. Since AIDS is a new disease. 

only recognized in 1981, the maximum. incubation 

period has not yet been identified. Extensive research 

is in progress to identify potential internal 

or external cofactors that may cause some infected 

people to become fatally ill, while others have 

milder symptoms or remain symptom-free. 

• The American Medical Society's Committee on 

Alcoholism and Other Drug Dependencies urges 

groups at risk for exposure to HIV to abstain from 

alcohol use. The reason for this is that alcohol has 

immune-suppressant properties which could Increase 

the risk of disease in persons who have already 

been exposed to the vina. 

fo(

Mahopac 309 


( 

ASYMPTOMATIC 

ARC 

AIDS RELATED 

COMPLEX 

AIDS 

External Signs 

• No symptoms 

• Looks well 

• Fever 

• Night sweats 

• Swollen lymph 

glands 

• Weight loss 

• Diarrhea 

• Minor infections 

• Fatigue 

• Kaposi's 

sarcoma 

• Pneumocystis 

carinii 

pneumonia and 

other 

opportunistic 

infections 


disorders 

Incubation 

• Invasion of 

virus to 

3 months 

• Several months 

to 10 years 

• Several 

months to 

10 yearS 

("' ...... 

Internal Level 

of Infection 

• Antibodies are 

produced 

• Immune system 

remains intact 

• Positive 

antibody test 

• Antibodies are 

produced 


weakened 

• Positive 

antibody test 


deficient 

• Positive 

antibody test 

Possible to 

Transmit HIV 

• Yes 

• Yes 

• Yes 

( 

67 

'36t'!

Mahopac 310 

1-800-541-AIDS, to provide yourself with the latest information 

about AIDS. 

( Teacher Vocabulary 

('.'...-. 

AIDS - The initials for the disease "Acquired Immune Deficiencv 

Syndrome." A disease caused by a virus which breaks down th~ 

body's immune system, making it vulnerable to opportunistic infections 

and cancer. 

Antibodies - Substances in the blood produced by the bodv's Immune 

system to fight against invading organisms'. . 

Antigen - A substance that stimulates the production of antibodies, 

ARC - AIDS Related Complex. A condition caused by HIV in which 

the individual tests positive for HIV and has a specific set of clinical 

symptoms that are often less severe than those of AIDS. 

Asymptomatic - No apparent symptoms of illness even though the 

individual tests positive for HIV. 

Carrier - A person who harbors a specific infectious agent, in the 

absence of clinical disease, and serves as a potential source of infection. 

HIV - The Human Immunodeficiency VlrUS. It causes AIDS by attacking 

the body's immune system, making infected people vulnerable 

to fatal infections, cancer, and neurological disorders. 

Immune system - A body system that helps fight off invading organisms 

and disease. 

Incubation period - The time interval between invasion by an infec- 

'tiaus agent and appearance of the first sign or symptom of the 

disease in question. 

Kaposi's sarcoma - A cancer or tumor of the blood and/or lymphatic 

vessel walls. It usually appears as blue-violet to brownisn 

skin blotches or bumps. 

Opportunistic infection - An infection caused by a mícrcorgarusrn 

that rarely causes disease in persons with a normal immune s \ ~. 

tem. 

Pneumocystis earmil pneumonia - The most common Ilt\:.'- 

threatening opportunistic infection diagnosed in AIDS patients 

It is caused by a parasite. Pneumocystis carinií. 

Syl""'" COIØI«tion 

Val,"~ Integration 

VI Diseases and Disorders - understanding diseases and disor 

ders and taking actions to prevent or to limit their developrne n t 

(pp. 28-29) 

I 

Reasoning/ability to understand the process of AIDS transmission 

68 

Mahopac 311 

( 

( 

Incidence 

Since the initial recognition of the AIDS virus in 

1981, AlOS has become a global problem. Researchers 

predict that up to 10 million people already may be infected 

with HfV; about 1.3 million live in the United 

States. During the six years since AIDS was discovered 

in the United States (1981-1986), over 38,000 Americans 

have been diagnosed with AIDS and more than 30 percent 

of these people have died; 11,760 cases have occurred 

in New York State, Scientists project that as 

many as 500,000 New York residents, mostly in New 

YorkCity, areiniected by HIV and that the total number 

of AIDS cases in the State will reach 45,000 by 1991." It 

is thought by some, that in New YorkCity the incidence 

of deaths from AIDS may be higher for male and female 

IV drug usersthan for homosexual men. 

In New York State, about 58 percent of all people diagnosed 

with AIDS are homosexual and bisexual men; 

about 32 percent are male and female IV drug users; 

one percent are people who received infected blood 

transfusions; two percent are heterosexual contacts of 

infected persons; and two percent are children born to 

infected mothers. The other five percent are of undetermined 

origin. (Case information cannot be completed 

due to death, refusal to be interviewed, or loss to 

follow-up). 

Research has yet to determine how broadly HIV infection 

is spreading within the general population. 

There is a broad spectrum of opinion about the 

extent of the likely spread in the United States 

of HIV íníection in the heterosexual population, 

but there is strong agreement that the 

present surveillance systems have only limited 

capacity to detect such spread. 

Overall, the committee 

.,¡.ø.. concludes that over 

the next 5 to 10 years there will be substantially 

more HIV infections in the heterosexual population 

and that these cases will occur predominantly 

in thosé subgroups of the population at 

risk for other sexually transmitted diseases. * 

69 

~'31(

Mahopac 312 

( 

Table 2. Distnbutton by patient group of reported AlOS cases, 

by Jate of report, United States of America, through 13 January, 

1986 (From ~VHO Wklv Epidem Rei: 1986: 61: 87) 

Patient group No. O/Q 

Adult 

Homosexual.bisexual men and ry drug users 

Homosexual, bisexual men not I V drug users 

IV drug users. . . . . . . 

Hemophilia patients . 

Heterosexual contacts . 

Transfusion recipients .. . . 

None of the above. other 

No identified risks . .. . . 

Born outside the United States . 

1310 

10600 

2766 

124 

182 

261 

586 

398 

8.1 

65.3 

17.0 

0.8 

I.l 

1.6 

Subtotal 16227 100.0 

3.6 

2.5 

c_ 

Pediatric 

Parent with AIDS or at increased risk for 

AIDS . 

Hemophilia patients . 

Transfusion recipients . 

None of the above/other . 

Subtotal 

Total 

175 75.8 

II 4.8 

33 14.3 

12 5.2 

231 100.0 

16458 100.0 

\.'.,. 

70 

:J/d(

~, 

Mahopac 313 

/' 

( 

MAJOR RISK FACTORS 

Persons at increased risk for being infected with the AIDS 

virus include: 

- homosexual and bisexual men 

- present or past IV drug abusers 

- sex partners of IV drug abusers 

- male or female prostitutes and their sex partners 

- sex partners of infected persons 

- all persons with hemophilia who received blood-clottin~ 

factor and transfusions prior to 1985 

- children born to infected mothers. 

-'women get sicker and die faster than men (N,Y. Times) 

c 

( 

71 

/ 

J~

Mahopac 314 

",. 

( 

/' 

I,. 

, 

I 

• ! 

\ 

t 

"Sicker and Die ¡'asfer Ilian Men 

Continued 

From PØlle Al 

erice. many are speculating that a biolockal 

difference might be involved 

"The reason may be hormonal," Dr 

Fischl said. "AIDS in women may be a 

different disease," 

But the experts who were ínterviewed 

are also cautious, warning that 

before any conclusions are drawn 

about biological reasons for the differ· 

errees in survival times, social reasons 

such as poor access to medical care 

must be ruled out. "We must be careful 

at this point:' Dr. Fischl said. 

Nonetheless; Investigators said, the 

figures are at least an íntngurng hrnt at 

new direction' for research. "It's a 

potential avenue for investigation and 

II potential avenue for therapy," said 

Dr. Rleh.rd Rothenberg of the Federal 

Centers for Disease Control in Atlanta, 

who aJao is arnonø those coming up 

with the evidenCe,"U's somethIng lhal 

may have slanlflcance." 

Dr. Fischl h•• seen 1i9 women WItt. 

AJOS, 111 of whom were diagnosed Ir. 

the put three ye.rs. They survived an 

avera .. ol e.8 months after diagnoSIS 

while men with AIDS survived an aver· 

ageol12to 14 months. Dr. Fischl (ound. 

.4Ra .... rSeauUoaa!· fl¡ures 

The mœt dr.m.Ue data aN! from 

California. LOoklnø at dala an 7,07~ 

'peopIe who were diagnosed as havin[l 

AtDS before I.st Dee. 31. Paul Hardel 

'It's a potential 

avenue for 

investigation and 

for therapy.' 

of Harder Kibbe Research .nd Conault· 

antS In San FrancIscO found th.t tl'M 

128 women In the study lived an .ver· 

age of 4CJ days alter beina diapaed at 

havina AIDS, while thi s,a4t men livee 

an .ve ..... of more than • yeu: Mr 

HUdIr WU direcUnl a consultIOF 

".. .. &bl state ol C.llfornl. anc 

........ &o to the dala. 

,.. ...... are "rather sensation· 

............... said. adding. "We werf 

i .tll ,. COpublicize lhem until WE 

kMw wbrIt they me.n," 

(n. New Vork, the dlrr~r~nce wa! 

mudl .... dramatiC. but stili a¡>peare< 

to be slanlneant, Dr. ROlhenberg. wh. 

until recently w.s with lhe ~I!W Yor~ 

,Slate He.lth Department. .lnd Dr 

Rand Stoneburner of the ~e'" Yor~ 

City Health Department found that lht 

aptWOXtmately 1,000 New York womer 

dlaanoeed a. having AIDS SUrviVe< 

lesa than two years afler dliKnosls 

while the 10,000 men in lhe group sur 

vtved tor aboultwo and a half \ ('ars. 

Dp. Fischl said lhal In '.1laml. Ih. 

women not only died sooner bul aisl 

were much sicker lhan men Jftcr ¡ 

dla¡noata of AIDS. Nearly ùne·thlrl 

had several infections aSSOClalt'd Wilt 

T'"\' 1 

AIDS when they were diagnosed. Dr 

Fischl said, whereas men "usuall) 

have just ane íntecríoe," 

Experts said there were several pos 

sible nonbíologlcal reasons that womer 

with AIDS might have shorter surviva 

times and that these reasons must b. 

ruled out before too much is made o: 

the finding. So íar, however, the groups I 

In New York, ~iami and cartrornu I 

have excluded at least some of theSt ' 

potential explanations.·- ( 

It could be, for example, that the dau 

really reflect a comparison of a grou] 

of predominantly gay men with a grouf 

of predominantly Intravenous drug 

using women, experts said. Gay mer ~ 

are known to have much better sur- u 

vival limes than intr.venoua dru~ f 

users; researchers speculate th.t thit . 

IS because the drua users are sicker tt . 

begin with and m.y be lesa likely U 

seek medical care. 

But in Californi., accardii'll to Mrl 

Harder, the women "In gener.1 aI'( 

partners of intravenoua drua users.' 

Malt of the women did not UM dru¡t 

themselves; they were infecte< 

through sexual Intercourse. 

In New Yoril, .ecordtne to Dr. Stone 

burner, women with AIDS f.red wo ... 

SEEN DYlNfl' FASTi 

f· 'LI 

~~:~ 7:,:a::"~t/~~ot:. . TfIa~ .I. p ..... 

New Yorte women In the study UIed In. ..- ant ..... 

travenClUa dru ... 23 percent were In ~ they mar ,.... ~ 

fecled throuøh sexuallntercoune arK .1rtdI uJu.. bout bow".,. per 

most o, the rest were Infected throuat· ...-: ... rift tbt ~ftw 4IYel 

blood transfusØ1t or were from HalU ftdt " .. ~ ' I defIde 

a country where heterosexual trans- ayuda-. WI-. ...... deve-- "I 

mission at the AIDS virus is coml1'lOft, • theU 1m..... --- "-- --,... 

. AeeelltOMedI~ICare pJed.., 2._;;;;.=~ 

U,.....iIk:e ill 

!~=~ 

The Miami women, aceordInI to D r ... - 11III 

..W..... 

Fischl, were alrnott equally dlvlded"IU' ' 

tween Intr.venous drug users and H 

tians. A sm.U number were Infect surviftl fl --- .. Mos." SI 

throup sexual Intercourse or b Dr. MIIrIItNI , 

=~ 

fil die Uni¥en 

transfusiont. of ~ - fil rw 

It could alao be that the women we found""'" r~ II". w 

poorer than the men and had less a 'wu "dIMuri)ed _ that 5 

cess to medical care, experts said. While ~ lance .. 

Miami, Dr. Fischl said. about 75 pe: ~ haw no S'Ure e 

cent of the men in the sludy were poo Idence on what ........,. fOC' the dltf! 

as were virtually all of the women. CoaIhn'. -- - 

Other social factors, lOO, might e ... CMImn I 

plain the findings. Mr. Harder sugges 

that since AIDS IS stili qUlle ra~ • 

among women in Cahforma, doctol'll- -. - - -- TT - - "'" A 1':. 

may not oonalder It when they see a pa 

tient who Is a woman. "~ost physl 

clans treating gay white men know tha' 

AIDS is a real p05siblity," Mr. Hardel 

said. "our speculation 15 that. until re· 

eently, doctors were not looking fall 

AIDS symptOms in California women." 

But in New York, where AIDS ir! 

women Is Increasingly common, tht 

basic factor Is that "gender seems ti 

pl.y • roie" In the severity of AIDS in 

fectlons, Dr. Stoneburner said. 

Female Hormones as Factor 

Dr. Fischl suøaested that female hor 

manes could affect the course of the 

disease. She and others suspect th.· 

Al OS infections worsen during preg 

nancy, althouøh expertS said this ',11.1 

not completely established. But even 11 

thIS was true, there were clear differ· 

ences in survival between women wIK 

were nOC pregnant and men In Ne" 

York, Miami and Californi •• 

...,.... 72 

• 

D~ta Show Sharp Differen, 

In Comparison With Mel 

By GINA KOLAT A 

. d ~omen With AIDS are sicker and 

~ ng morequic.kly than men who h 

d disease, a finding that Is shod 

an puulinl AIDS feseuc"-rs 

Althcu- ..., . 

d 

re are no glXld natk 

ata on the c:omperattve experienCE 

women and men with AIDS itudie 

~ew Yortr. MI.ml and Callf~rnla h 

ounct tba* wem.! are dying sig 

::.... ~ tiIaa _ after b 

AIIIu¡.AJDa 

Tbere. no .... aplaftaUan. 

IeftfaJ ~ who believe 

dttI'eawöw 1M'. be • aenwne 

limply. ~ ot, say.::;' 

beinI cffap, ud laler In the COUD 

till .... 

74 

.1'~ 

~ 

(J/q

Mahopac 315 

:' .- ~ 

( 

How the vi.rwI i.e NOT known to be spread 

• There is no evidence that the virus is spread 

through casual social contact (shaking hands, 

social kissing, coughing, sneezing; sharing 

swimming pools, bed linens, eating utensils. 

office equipment; being next to or served by an 

infected person). There is no reason to avoid an 

infected person in ordinary social contact. 

• It is not spread by the process of giving blood; 

new transfusion equipment is used for each 

donor. 

(.. 

• It is not spread by sexual intercourse between 

individuals who have maintained a sexual relationship 

exclusively with each other, assuming 

that they have not been infected through contaminated 

blood, blood factors, lY drug use, or 

a previous sexual partner. 

I I 

( 

73 

J/J

Mahopac 316 

( How to prevent infection 

• Infection through sexual contact can be avoided 

by practicing abstinence or having a mutually 

monogamous marriagereletionshlp with no 

known risk factors in either partner. Young 

people can stay safe from AIDS by not having. 

sex. They need to know it is all right to say no. 

In addition to the risk of AIDS, there are other 

health reasons to postpone sex, including the 

risk of gonorrhea, syphilis, and herpes, and 

unplanned pregnancies. 

(.....~" . 

• Do not use IV drugs; do not share needles or 

works. Young people can stay safe from AIDS 

by not using fY drugs. They need to know it is 

all right to say no not only to IV drugs but to 

alcohol and drugs of any kind, as these impair 

judgment. In addition to the risk of AIDS, 

there are many other health reasons for abstaining 

from illegal drug use. 

• [f already sexually active: 

- Until you ask a lot of questions about his or 

her past sexual experience and drug use, 

don't have sex with anyone. 

- The more people you have sex with, the 

greater the chances you may get infected, so 

don't have sex with multiple partners. 

- With infected persons, using a condom during 

sex may help keep the virus from getting 

into your body. A condom is a thin rubber . 

covering that is slipped over the penis before 

any sexual contact. See Appendix C. 

- The chance of blood or semen entering your 

bloodstream is very high during anal sex: 

since it can cause tearing of delicate tISSUt'~ 

so avoid anal sex. 

_ Drugs and alcohol can lead you to do thl[l~::' 

you wouldn't do drug-free, so don't drink alcohol 

or use drugs of any kind. 

( 

74 

J/t;

(v. 

Mahopac 317 

( 

the following items: 

the students 

will be debating and discussing 

• The screening test reveals whether or not a person has developed 

antibodies to the AIDS virus. [f positive, the test cannot 

predict whether an individual will remain asymptomatic, 

develop ARC, or develop AIDS; but, if the test is positive, the 

individual is capable of transmitting the AIDS virus. Often, a 

second test may be necessary to confirm results. 

• Screening for the entire population would be costlv and 

difficult to organize and accomplish in a short time. Screening 

would also have to be repeated periodically. 

• Screening for selected population groups who may be at risk, 

(IV drug users, homosexuals, those planning to marry, pregnant 

women, health care workers, prisoners, prostitutes, 

immigrants etc.) might miss other individuals who could be 

spreading the disease. 

• Screening and disclosure may result in damage to occupational, 

professional, or personal status. 

('.... 

• Screening cannot help the infected individual 

no present cure for ARC or AIDS. 

because there is 

• Screening can prevent the spread of AIDS by permitting 

infected individuals to abstain from behaviors that put themselves 

and others at risk. 

• Screening would allow for identification, notification, and 

counseling of others who may have been exposed to the 

person with AIDS, to prevent further spread of AIDS. 

• Screening can alert women to whether or not they are carrying 

the AIDS infection and thus protect unborn babies from the 

risk of infection. 

• Screening is presently required by the military and may be 

required for immigrants. 

• Screening can disclose the numbers ofpeople presently 

infected by the AIDS virus, allowing society to predict the 

services that will be necessary to meet the needs of infected 

people as they move through the continuum from asymptomatic 

to ARC to AIDS. Screening will also allow society to 

allocate adequate resources to meet those needs. 

75 

1/1

Mahopac 318 

( 

Resources 

for More Information and/or Counseling 

The fallowing is a sample listing of available resources. 

Please review your own community for others. 

Telephone Hotlines 

Public Health Service AIDS Hotline 

1-800-342-AIDS 

New York State Department 

1-800-541-AIDS 

Montefiore Hospital - Bronx 

212-920-4017 

New Rochelle Area 

914-632-4133 Ext. 439 

(Toll-Free) 

of Health AIDS Hotline 

c. 

( 

76 

.: 

gl'

Mahopac 319 

( 

AIDS MYTH-FACT SHEET FOR LESSON ~29 

(grades 9-12) 

(,- 

. 

In front of each statement that is true, put a T, and for each 

statement that is false, put an F. 

1. Due to the \vays the AIDS virus is transmitted, it is unlikely 

that AIDS can be transmitted by sitting next to someone in . 

class. 

2. Abstinence from sexual intercourse is the surest way to 

prevent transmission of AIDS virus. 

3. People can look 'and feel healthy and still transmit the AIDS 

virus. 

4. People who shoot drugs and share their needles can get the 

AIDS virus. 

5. There is a vaccine to prevent AIDS. 

6. Women cannot transmit the AIDS virus. 

7. Everyone who engages in sexual intercourse can be at risk 

for AIDS. 

8. Everyone infected with the AIDS virus has developed AIDS. 

9. A person can get AIDS from giving blood. 

10. AIDS, itself, usually does not kill a person, 

11. Most children with AIDS got it from an infected mother. 

12. A person who is concerned can be tested for the AIDS virus. 

13. There is both a national and a State toll- free telephone 

hotline for AIDS information. 

" 

,/ 

(, 

77 

S/f

Mahopac 320 

Answers to AIDS MYTH-FACT SHEET #29 () 

"....-,¿ 

1. True 

2. True 

3. True 

4. True 

5. False 

6. False 

7. True 

8. False 

9. False 

10. True 

11. True ( .---'j 

12. True 

13. True 

The U.S. Public Health Service 24-hour AIDS national horline phone number is 

1-800-342-AIDS. The New York State hotline number is 1-800-541-AIDS. 

' ..- 

~~ , 

78 

0~

Mahopac 321 

( 

Questions and Answers About AIDS 

l.' What is AIDS? 

Acquired immune deficiency syndrome (AIDS) is a disease complex 

characterized by a collapse of the body I s natural irrrnunityagainst disease. 

Because of this failure of the irrrnunesystem, patients with AIDS are 

vulnerable to unusual infections or cancers that usually pose no threat to a 

person whose immune system is working normally. 

( 

2. What caus" AIDS? 

Investigators have discovered a virus that is linked with AIOS~ An 

internatfonal èónnit1ee of scientists recently designated the virus as human 

immunodeficiency virus (HIV); it p·reviously had been called human. 

T-lymphotrop,1c virus, typéIII (HTLV-III), lymphadenopathy associated virus 

(LAV), or AIDS-related virús (ARV). Infection with this virus does not always 

lead to AIDS, and researchers are investigating whether other co-f~ctors may 

be necessary to. trigger the di sease. Most HIV infected persons have no 

symptoms; others develop illness varying in severity from mild to extremely 

serious. 

AIDS Risk Groups 

3. Who i, ,trisk for AIDS? 

Approxitnately95 percent of AIDS cases in New York state have occurred 

among the following groups of people: 

59% - homosexual or bisexual l'('Ien, 5% of whom have used intravenous (IV) 

drugs; 

31% - .1.Ind feule IV drug users; 

2% - feal. slxual partners af .men with AIDS or at risk for AIDS; 

21 - children who acquired AIDS at birth from infäeted mothers; 

11- persons with hemophilia or others who received transfusions 

of infected blood or blood products (testing of blood supplies 

for HIV antibodies was initiated in mid-1985 to reduce this risk) . 

( 

79 

gAl'

Mahopac 322 

( ) 

AIDS Transmission 

5. How contagious is AIDS? 

Unlike most transmissible diseases -- colds~ flu, measles, etc. -- AIDS 

is not transmitted through sneezing, coughing, eating or drinking from common 

utensils, or merely being around an infected person. After years of 

experience it is evident that casual contact with HIV infected persons does 

not place others at risk. No cases have been found where AIDS has been . 

transmitted through casual (non-sexual) contact with a household member, 

relative, co~orker or friend. 

6. How is AIDStranslI1tted? .. 

AIDS is not an easily transmissible disease. All evidence indicates 

that the AIDS virus is spread through direct blood-to-blood or semen-to-blood 

contact. There is no evidence that the virus can be transmitted through alr, 

water, food or casual body contact. 

1. Why are homosexual and blsexual males at high risk for AIDS? 

Cases of AIDS among homosexual and bisexual males are associated with 

sexual contact, specifically anal intercourse and other sexual practices which 

may result 1n semen-to-blood or blood-to-blood contact. Anyone who engages in 

such practices 15 at increased risk for AIDS, whether they are homosexual or 

heterosexua 1. 

8. Whyar. IV drua abus," at increased r1sk for AIDS? 

IV drug abus." often share needles and other equipment for drug 

injection which clft r.sult 1n small amounts of blood from an infected person 

being injected into th. bloodstream of the next user. 

9. Why art h!l9Db111'cs at increased risk for AIDS? 

HellOphiliacs receive frequent transfusions of blood plasma concentrates 

which must be prepared from several hundred to thousands of donations. Cases 

of AIDS among hellOphil1acs have been l1nked with receipt of blood products 

from HIV infected donors. Efforts are underway to produce synthetic clotting 

concentrates which would eliminate the risk of AIDS, hepatitis and other 

, 

r> 

I,. ! 

( 

, 

\ 

80 

.' .. 

'3~tS(

Mahopac 323 

cts eeses that can be transmitted through blood products. In the meantime, 

heat treatment of blood components has effectivel~ inactivated such viral 

agents. 

10. How do women get AIDS? 

The majority of women with AIDS have a history of IV drug abuse, and 

presumably contracted the virus through Sharing unclean needles. A growing 

pércentage of women with AIDS have become infected through sexual contact with 

a man who has ÄIOS or 1s infected with the AIDS vi·rus. 

11. How do children get AIDS? 

Most children with AIDS became infected by their infected mothers 

through blood-to-blood transmission prior to or at birth. Some children 

developed AIDS from blood transfusions. 

c" 

( 

12. Is AIOSpa~sed bv k1ss1ng? 

HIV virus has been found in the saliva of some AIDS patients, but there 

is not a single c.. aseof AIDS that is known or s.uspected.of being transmitted 

by kissing •.lf AIDS were transmitted by kissing many family members of persons 

with AIDS ~óuld be expected to have HIV infection. Thh hin not occurred. 

13. Why 15 anal i.ntercourse linked with the transll1ss10n of AIDS? 

The 11010gof the rectum is thin and easily torn. Anal intercourse can 

therefore r~.sult In direct semen-to-blood exchange. 

14. Can AttOS be transIlitted throughorallgenitalsex1 

It ha.. s nôtyet been established whether oral/genital sex transmits the 

disease, but any activity which may result in sémen-to-b1ood exchange 

presumably can transmit HIV infection. 

15. Can AIDS be transmitted through vaginal 1ntercourse? 

A growing number of AIDS cases havtbeen transmitted from infected males 

to females through vaginal intercourse. There are only a few documented cases 

of AIDS transmitted sexually fraIlIwomen to men, although the HIV virus has 

been found in va~irial fluid. 

16. Does pr2l,scyoys,e)(u.l .contact increase the risk of AIDS? 

Promiscuous sexual contact increases the risk of coming into cqntact 

with sameon. who is infected with the HIV virus, as well as other sexually 

transmitted disl.S,S, 1nc1ud1ng syphil is, gonorrhea and herpes. All men and 

women are advised to know the sexual history and health status of sexual 

partners and to avoid anonymous, promiscuous sexual contact. 

¡ I 

11. Can feMle prostitutes 'spread AIDS? 

Prostitùt.sare likely carriers of HIV virus since they are often IV 

drug abusers. So far, there are very few case.s·of female-to-male transmissi.on 

of the virus, but anyone who engages in sex with an anonymous partner is 

increasing the risk of contracting AIDS and sexually transmissible diseases. 

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18. Can use of a condom during sex reduce the risk of AIDS? 

Use of a condom during sex can reduce th& risk of AIDS since it 

minimizes direct contact with semen, a body fluid known to carry the .HIV virus 

in infected persons. Since condoms are not failsafe, people should not rely 

on them as their only defense against AIDS. All sexually active people are 

advised to refrain from sexual contact with persons whose history and health 

status are. unknown. 

(' ,) 

19. Can use of spermicides reduce the risk of AIDS? 

Laboratory studies show evidence that the active ingredient in 

spermicides ,(nonoxynol-9) inactivates the HIV virus as 'lVellas a variety of 

sexually transmitted diseases. Use of spermicides with condoms may further 

reduce the risk of disease. 

20. Can a person with no symptoms transmit the AIDS virus through sexual 

contact? 

Yes. Most HIV infected people have no symptoms and are not even aware 

they are infected. Any infected person may transmit the virus to another 

person through direct blood-to-blood or semen-to-blood contact. 

21. How can people reduce their risk of getting AIDS through sexual 

contact? 

All sexually-active people -- males and females, homosexuals and 

heterosexuals -- are advised to limit the number of sexual partners and to 

avoid sexual contact with anyone whose past history and health status is 

unknown. Avoiding anal intercourse or other sexual practices which can result 

in blood-to-blood or semen-to-blood contact, and the use of condoms with 

spermicides should help to decrease the risk. . 

22. What is the risk of getting AIDS from a blood transfusion? 

The risk of contr~cting AIDS through a blood transfusion has been 

significantly reduced through screening of all blood donations since early 

1985 for antibodies to HIVand removal of blood found antibody positive from 

the transfusion pool. 

23. Is there a danger of contracting AIDS from donating blood? 

No. Blood banks and other blood collection centers use sterile 

equipment and disposable needles. The need for blood is always acute, and 

people who are not at increased risk for AIDS are urged to continue to donate 

blood as they have in the past. 

-,.,.~ 

( \: 

24. C,n yoy aM AIDS bX drinking frOll the sa. glass or eating from the 

SaM disb ••••• D.rson with AIDS? . 

'fears of .xp.rience indicates that AIDS is not transmitted in households 

where people may drink or eat from common dishes or utensils. The virus 

associated with AIDS does not survive well outside of the body and would be 

killed by normal washing of-dishes and other eating utensils. 

25. Can YOU get AIDS from public toilets. drinking fountains. restaurants. 

telephones or public transportation? . 

AIDS is not transmitted through the air, food or water, or by touching 

any object handled, touched or breathed on by an AIDS patient. 

( \ 

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(", 

. 26. Can you get AIDS by touching someone who has it? 

After years of experience there is no indication that AIDS is spread 

through any form of casual contact,including handshakes, bumping together in 

crowds. contact sports, or even casual kissing. 

27. Can AIDS be 'spread by sw;rrm;ng poo ls? 

There are no cases of AIDS suspected of having been transmitted through 

swimming pools. The virus associatedwith AIDS would be killed by the 

chlorine used to disinfect swirmling pools. 

2B. Carr you get AIDS from trying on clothes in a department store or ' 

handling money? 

AIDS is not transmitted through the air or by touching any object used 

or touched by a person with AIDS. 

29. Can you get AIDS from using someone I s razor or toothbrush? 

There are to date no cases of AIDS linked with sharing razors or 

toothbru~he~. Sin~edirect ihfusion of infected blood into your bloodstream 

transmits the HIV virÍJs~ it would be prudent to avoid sharing instruments that 

may come 1oto contact with blood through nicks or cuts. 

(-'--_." 

30. Can you get AIDS from dental instruments? 

There a~eno cas~s of AIDS that have b~en linked with dental 

instruments, and the normal sterilization process would kill the,HIV virus. 

Dentists "are beingadv;sed to take special precautions to guard against cuts 

which could result in direct blood-to-blood' exchange with a patient and 

potentially increase the risk of AIDS, Hepatitis B and other blood 

transmissible diseases. 

31. Can~~"youget AIDS by being in the same house with an AIDS patient? 

No.g Experts point out that no household member of any AIDS patient 

other than a sexual partner or an infant born to an infected mother has 

developed;:{;thedisease. ' . 

32. Can you get AIDS from a friend or co-worker? 

No. AIDS is not transmitted through casual contact. No cases of AlPS 

have developed among casual fr1end~ or co-wor~ers of AIDS patients; There is 

no evidence that bèing around someone with AIDS, even for an extended period 

af time, puts you at risk fór AIDS. ' 

33. What 15 th, r1sk of l1v1n9 in a neighborhood that has a hospital or 

hOl!lfor AIDS DAti'Ots? .. ... . . . 

Non •• since AIDS' is not trari~mitted through the air or through casual 

contact. 

34. Can mosqyitos transmit AIDS? 

A virus similar to HIV has been found in Africa in some insects, 

including mosquitos. There1s no evidence, however', that mosquitos,other 

insects or rodents play any role in the transmission of AIDS to humans. 

(' 

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· 35. Are peciple at increased risk for AIDS because they live in certain 

geographic areas (such as San Francisco or New York City)? 

People are only at risk for AIDS if they engage in high risk activities 

- sexual contact involving blood -to-blood or semen-to-blood exchange, or 

sharing drug injection equipment. 

( ) 

36. Is AIDS spreading in prisons? 

A number of prisoners have developed AIDS, but there is no apparent 

spread of the disease within the prison system. Nearly all prisoners with 

AIDS had engaged in risk behavior, usually IV drug abuse, prior to entering 

prison. 

37. Are health care workers or other occupational groups at special risk 

for AIDS? 

Safety protocols have been developed for health care workers and other 

occupational groups that may come into contact with body fluids of AIDS 

patients in their work. The federal Centers for Disease Control is following 

some 1,000 health care workers who have experienced blood-to~blood or 

blood-to-mucous membrane exposure to the body fluids of AIDS patients; many of 

these worker1 have had needlestick injuries while treating AIDS patients. 

There have been four documented cases of hea.lth care workers (only one in the 

U.S.) who developed antibodies to HIVas a result of accidental punctures. 

These cases demonstrate the need for health car~ workers to strictly follow 

safety guidelines when handling needles or other sharp instruments used 1n the 

care of AIDS patie.nts. 

AIDS Incidence 

r, 

\ ,J 

"-, '~~. 

38. How many cases of AIDS have occurred so far? 

In the U.S., there have been more than 33,000 cases of AIDS reported to 

the Centers for Disease Control over a six year period, with a steady increase 

each year stnce the identification of the diseale in 1981. For an update of 

reported AIDS cases nationally, contact the Centers for Disease Control at 

(404) 329-3472. 

39. Wbat 11 th. g.ograpblc distribution of reported AIDS cases? 

Th1rty-on. p.rcent of the cases in the U.S. are reported from New York 

State and about 23 p.rcent from California. AIDS cases have been reported 

from 50 states, tb. District of Columbia. Puerto Rico and more than 35 other 

countries. 

40. How ",nx New York residents hav,! developed AIDS? 

More than 10,000 New Yorkers had been diagnosed with AlOSas of 

March 23, 1987. Nearly 87% of these cases have been reported from New York 

City. For up-to-date information on AIDS cases in New York, call the New York 

State AIDS Hotline at 1-800-541 -AtOS. 

( 

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Mahopac 327 

( 

c'.. ,.. 

41. How many men have developed AIDS? 

As of March 23, 1987, a total of 30,469 males have been diagnosed with 

AIDS in the U.S. Of that number, 29 percent are residents of New York State. 

42., How many women have developed AIDS? 

As of March 23, 1987, a total of 2,227 women in the U.S. have developed 

AIDS, 45.7 percent of whom are residents of New York State. 

43. How many children have developed AIDS? 

As of March 23, 1987, nearly 462 children have developed AIDS; about 

36.7 percent of these children live in New York. 

44. What is the ethnic, breakdown of people with AIDS? 

Nationally, 61% of persons diagnosed with AIDS are white. 24% are black, 

'and 14% are Hispanic. In New York stat e, a higher proportion of AIDS cases 

linked with IV drug abuse have occurred among blacks (44%) and Hispanics (37%).' 

45. Is the incidence of AIDSincreas1ng in New York State? 

The numberöf AIDS cases ;slncreasing each year in New York. In 1983, 

an average of BJ cases per month was reported in New York State. In 1984. the 

monthly average was 162, andd rose to 243 in 1985, and 297 1n 1986. 

46. How many AIDS pat1ents have died? 

Nationally, 19,901 adults and 291 children have died from AIDS as of 

March 23'f'1987; about 6,400 New Yorkers have died from the disease. 

47. Is th, 1nc1dence of AlOS increasing among IV,drug abusers? 

New York State aod nearby New Jersey have the highest number of AIDS 

cases among IV drug abusers in the nation. Approximately 31% of all New York 

State AIDS patients reported IV drug use; some of these persons also reported 

homosexual or b1sexua¡ activity. There has been a major increase in the 

proportion of IV drug related AIDS cases in the last few years, with a gradual 

decline in the percentage of new cases among homosexual males. 

48. Is AIDS occurring only in our country? 

AIDS is a world-wide phenomenon. In addition to the United States and 

Canada, AIDS has been reported in most European countries, African countries, 

the Caribbean, South America, Australia and several other places including the 

Middle €astand Asia. 

49. Do A¡D~,cas,s in otb.r countries show the same risk factors as here? 

In gen.ral. the same risk factors - blood-to-blood or semen-to-blood 

contact· are associated with AIDS everywhere. The specific groups of people 

affected by AIDS varies to some extent from country to country. For example, 

there are fewer drug abusers identified as AIDS victims in Europe, and more 

females have developed AIDS in Africa. Studies are underway to gain a better 

understanding of the similarities and differences of AIDS distribution in the 

U.S. and other countries. 

c. 

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(--) 

Diagnosis and Treatment 

50. Is there a test for AIDS? 

There is no test to determine if a person has AIDS or will develop AIDS 

in the future. A blood test has been developed that can detect antibodies 

(substances produced in the blood to fight disease organisms) to the virus 

linked with AIDS. Presence of HIV antibodies in the bloodstream means that a 

person has been exposed to thev;rus and presumably is infected. A positive 

te!t does not mean the person will develop symptoms. 

51. How many people have been infected with the HIV virus linked with AIDS? 

Based on initial testing it is estimated that about 1 in every 3,500 

persons may have been exposed to the HIV virus. Among high risk groups 

(sexually active homosexual and bisexual males and IV drug abusers) the rate 

of exposure to the virus may be as high as 1 in 3. This does not mean that all 

of these people will eventually develop AIDS. 

52. What are the sympt~s of HIV infection1 

Some people infected with the HIV virus have no symptoms at all, and may 

be unaware they carry the virus and can transmit it to others ,\:hroughsexual 

contact. Other people may develop mild, temporary symptoms which disappear 

after a few days or weeks following exposure. Sorne patients have persistent 

swollen lymph nodes without a,ny other symptoms. Only about 20 percent of 

those infected by the virus have so far developed the severe and fatal form of 

disease which is called AIDS. Symptoms of HIV infection may include: 

- extreme t1redness, sometimes combined with headache, dizziness or 

lightheadedness; 

- swollen glands 1n the neck, armp1ts or groin; 

- continued fever or night sweats; 

- weight loss of more than 10 pounds which is not due to dieting or 

increased physical activity; 

- purple or discolored growths on the skin or the mucous membranes 

(inside the mouth, anus or nasal passages); 

- heavy. continual dry cough that is not from smoking or that has lasted 

too lont, to be a cold or flu; 

- continu1ni bouts of d1arrhea; 

_ thrus~~ a thick whitish coating on the tongue or in the throat which 

may be accompanied by sore throat; , 

_ unexplained bleeding from any body opening or from growths on the skin 

or mucous membranes; bruising more eas1ly than usual; 

- progressive shortness of breath; 

_ forgetfulness. confusion, disorientation and other signs of mental 

deterioration. 

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Mahopac 329 

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53. What;s ARC? 

AIDS-Related Complex (ARC) is a name some doctors and scientists use to 

describe symptoms associated with HIV infection which do not fit the tenters 

for Disease Control definition for AIDS. Some individuals with ARC may die of 

their infection without ever developing full-blown AIDS. It is projected that 

3-5 times as many HIV infected people have ARC compared to AIDS. 

54. What is the incubation period for AIDS? 

The onset of symptoms following infection with the HIV virus appears to 

range from a few weeks to many years. Antibodies to the virus are usually 

present, and detectable in the bloodstream, within a few weeks of exposure. 

55. What are someo' the diseases affecting AIDS pat1'ents? 

About 85 percent of the AIDS patients studied have had one or both of 

two rare diseases: Pneumocystis carini; pneumonia (PCP), a parasitic 

infection of the lungs which has symptoms similar to other forms of pneumonia; 

and/or a rare type of cancer known as Kaposi's sarcoma (KS) which usuallY 

occurs anywhere on the surface of the skin or in the mouth. In early stages, 

it may look like a bruise or blue-violet or ,brownish spot. About 30 percent 

of AIDS patients show symptoms of brain disease or severe damage to the spinal 

cord. AIDS patients also may develop unusually severe infections with yeast, 

cytomegalovirus, herpes virus, and parasites such as Toxoplasma or 

Cryptosporid1a; milder infections with these organisms do no't,suggest immune 

deficiency. 

56. Haw 15 AIDS treated? 

A~ariety ofant1-viral drugs are being tried that show some promise of 

killingQr inhibiting the activity of the HIV virus inside the body. No drugs 

are yet ,~vailable that have been shown to cure AIDS, a lt,hough the search for 

an effec,the treatment is being pursued vigorously. Most treatment is 

directed":·at the specHic infections or cancers which attack HIV infected 

pat ients;~,' 

57. What percent of people have died'froll AIDS? 

Approximately 50 percent of all persons diagnosed with AIDS have died. 

The death rate increases to nearly 70 percent two years after diagnosis. 

58. Does anybody eVlr survive AIDS? 

Some people. with AIDS are still alive six to seven years after, 

diagnosis. Since there is no current treatment to reverse the damage to the 

immune syste •• we don't know how long AIDS patients can live. 

59. 15th,,,, ,vaccin' to prevent AIDS? 

Ther'.1s currently no vaccine to protect a person from the HIV virus or 

AIDS. Researchers in the U.S. and other countries are working diligently to 

develop a vaccine. Scient1stsreport that this may be difficult because the 

virus can alter its fonn in the human body. 

( 

60. What is th, government doing to find a cure or treatment for AIDS? 

New York State was the first state to appropriate tax dollars for AIDS 

research. So far, nearly $15 million in State funds have been provided to 

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Mahopac 330 

support AIDS research in New York State. The U.S. Department of Health and 

Human Services has provided nearly $440 million to fund research projects to 

find preventative and/or treatment methods for AIDS and/or the opportunistic 

infections associated with the disease. 

-"~'~ 

() 

" ~,._.' fi 

AIDS in Children 

61. Haw many children have AIDS? 

Approximately 462 U.S. children have been reported as having AIDS as of 

Harch 1987. Host of these children, born in New York City, have mothers 

involved in IV drug abuse. 

62. Haw do ch1ldren get AIDS? 

The majority of infected children acquired AIDS from their infected 

mothers, presumably through blood exchange in the uterus or during birth. A 

few children developed AIDS from blood transfusions prior to screening of the 

blood supp11es. 

6J. How can children be Drotected from AIDS? 

All high-risk women of Childbearing age should learn if they have been 

exposed to the HIV virus, and should consider postponing pregnancy if they are 

positive. Women are considered high-risk if they have ever engaged 1n IV drug 

abuse or 1f they have ever had sexual contact with a known IV drug abuser, 

bisexual man or hemophiliac. 

64. What is the risk of an infected mother Dassing the HIV virus to her 

baby? 

Limited studies indicate that as many as 50% of infected mothers pass 

the virus to their babies. An infected mother can transmit the virus even if 

she herself has no symptoms of AIDS or ARC. 

c 

65. 'Can children develop AIDS from mother·s milk? 

There is one case of AIDS in Australia which may have been transmitted 

to an infant through mother· s milk. So far, there are no cases of AIDS in the 

U.S. specifically linked with breastfeeding, but any woman who is positive for 

HIV antibodies is advised to refrain from nursing as a precautionary measure. 

66. If a ',ilt bil AIDS. can he/she Dass it on to another child? 

Nont o~ th. identified cases of AIDS 1n the United States is known or 

suspected toh.ve been transmitted from onech1ld to another in the home, 

school, dayoeeart or foster-care setting. Even baby twins, one infected and 

one not, shar1ng nipples, toys, food, bed and playpen have not passed the 

virus between them. I 

( 

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Mahopac 331 

( 

67. What r1skdoes mixing w1thother ch1ldren pose to a child with AIDS? 

A child whose il111lunesystem is damaged by AIDS ;s highly susceptible to 

infections from other children in a school or day-care setting. Assessment of 

risk from attending school to an irm1unosuppressed child is best made by the 

child's physician who is aware of the childls irmlune status. 

68. What precautions orguldelines should be introdúced lnschools to 

prevéntèxposure to blood or otherbodlly fluids from a child with AIDS? 

All schools and day-care centers, regardless of whether children with 

AIDS are attending, should adopt routine safety procedures fo.r handling blood 

or body fluids. Soiled'surfaces should be promptly cleaned with a 

disinfectant, such as household bleach (diluted l part bleach to 10 parts 

water). Disposable toweh or tissues should be used whenever possible, and 

mops should be rinsed 1n the disinfectant. 'Those who are clean1ngshould 

avoid exposure of open skin lesions or mucous membranes to blood or body 

fluids. 

' 

&9. Is ther, a dinger having teachers,. tooks or other school personnel 

infect" with AIDS? ,": 

No. AIDS is not spread through a; r, food, water or any fonn of casual' 

contact. There are no cases of AIDS reported anywhere that are known' or 

suspected of being transmitted through food preparation, use of common tollets 

or drinking fountains or merely having long-term casual contact with a person 

with AIDS. Therefore, teachers, cooks or other school personnel with AIDS who 

feel well enough to work would not represent a risk. to students or other 

school personnel. 

c, 

V' 

70. Should there be HIVantibodY testing for school children or school 

personnel? 

Screening of school children or teachers for HIV antibodies will not 

provtdaúsafu l information upon which to base a public health policy, since 

those who are positive do not pose a risk to others in a school setting. 

( 

'-" . 

71 • If a child is bitten' by, another chlld ,with AIDS - what is the 

possibilityoftr.nslIIiss1on1 . 

Whi1é HIV virus 'has been identified in saliva, there are no cases of 

AIDS known or suspected of håving been transmitted through a bite. 

Transmission of the virus appears to require direct blood-to-blood or 

semen-to-blood contact. ' 

72. S l'iii a re ular la te,èof a chi 1d with AIDS? 

Casu. COftuct. even over a long period of time, is not regarded as 

dangerous. Ini houSlholdstudies no child in the family of an AIDS victim has 

been known to contract the disease through day-to-day activities or contact. 

73. Whit i' IlY cbild 15 in a classroom with an AIDS patient who vOIIited or 

had di.rrhell, ' . 

Your child would be at no risk. Care should be taken to minimize direct 

exposure to bodily setret10n5 or excretions from any 111 person. Persons 

cleaning up such secretions are advised to wear gloves and to use a solution 

89 

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Mahopac 332 

of household bleach and water (d1luted l part bleach to 10 parts water) as a 

disinfectant. While these precautions are recommended, it should be noted (".,-." 

that no cases of AIDS have ever been linked with exposure to urine, saliva, _ 

vomit or feces. The secretions linked with AIDS transmission are blood and 

semen which must enter the bloodstream of another person to transmit infection. 

74. Since AIDS ;s transmitted through blood contact, could a child get it 

through a schoolyard fight or during a contact sport like football? 

There is no evidence of AIDS transmission through a sports injury. The 

external contact with blood that might occur in a sports injur~ is very 

different from direct injection of blood into the bloodstream which occurs in 

a blood transfusion or in drug abuse needle sharing. 

75. What is the State's recommendation onch1ldren with AIDS attending 

schools? 

New York State has issued a recorrrnendation to school districts that each 

case be evaluated on an individual basis. Decisions regarding the type of 

educational setting for children with AIDS or ARC should be based on the 

behavior, neurologic development and physical condition of the child. These 

evaluations should be made on an anonymous basis to protect the child against 

potential discrimination. The appropriate decision makers would include the 

child's parent or guardian, physician, public health personnel, and school 

officials. 

.:) 

.,- .~..' 

Preventing 

the Spread of AIDS 

76. What" is being done to preyent the spread of AIDS? . 

a. Education: Since there is still no cure or vaCClne for AIDS, 

ëducation 15 the most effective prevention. Educational campaigns 

are directed to the general public and those in risk groups for 

AIDS, encouraging them to discontinue any practices which have been 

linked with the possible spread of AIDS. 

o All sexyalhl active males and females are advised to refrain 

fr.,anonynlOus sexual contact with persons whose past history and 

current status is unknown, and to avoid anal intercourse or other 

s.xual practices which can result in blood-to-blood or 

semen-to-blood exchange .. Use of condoms can reduce direct 

exposure to body fluids, and reduce the risk of HIV infection and 

other sexually transmitted diseases. 

o Male homosexuals and bisexuals who have 

number of partners are being advised to 

exposed to the HIV virus and to refrain 

involving the exchange of body fluids. 

had sexual contact with a 

assume they have been 

from sexual contact 

Use of condoms ;s strongly (' ..... 

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Mahopac 333 

( 

(. 

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. 

reconmended to prevent contact with body fluids during 

any form of sexual contact. 

Drug abusers are being urged not to share needles or other drug 

injection equipment and to enter drug treatment programs to become 

drug free. IV drug abusers also should assumé they are infected 

and use condoms to prevent spreading the virus to others through 

sexual contact . 

.o High-risk women who are engaging in IV drug abuse or who are sexual 

'partners of lV drug abusers are,being advised that if they are 

infected and become pregnant they can pass the virus to their 

cht ld , The federal Centers for Oisease Control has recomnended 

that all high risk women of child bearing age obtain voluntary, 

confidential HIV anti~ody testing to detennine their health . 

st,tus prior to becoming pregnant. 

b. Safety Protocols: . Occupat1Qnalgroups that may come into, contact 

with AIDS patients are being instructed in safety precâùtions to 

prevent direct contact with blood and body fi u;ds . Safety 

guidelin~s ha~e been developed for: health care workers, dentists, 

laboratory personnel, ambulance personnel, funeral ciirectors , prison 

personnel and otherS. 

c. Screening of blood: All blood collected 1n the U.S. 1$ now being 

tested fotant1bodies toHIV.Blood wh1ch tests positive 1$ 

el1minated from the transfusion pool. Person's in high r1sk groups 

are being advised to refr.a,in.from donating blood •. Spenn banks and 

organ banks have been ~dvised by the Cent~rs for Disease Control to 

test potential dopors for HIvantibody and to not accept 

sperm or organdonatlons from1nd1viduals who are antibody positive. 

d. Anonymous, free HIVantibody testing is provided by New York State 

for persons who wish to determine if they have been exposed ,to the 

virus linked with AIDS. Such testing is reconmended for individuals 

in high risk groups so that t~ey may learn if they have been 

exposed to the AIDS virus, and be counselled tn behavior 

modifications to reduce further personal exposure and potential 

transmission to others. 

71. H h 1 n 1 f ort been 1n

Mahopac 334 

· ~ 

78. What safety protocols have been developed for occupational groups? (~") 

All occupational groups that may come into direct contact with blood or ,/ 

semen in the course of their work are advised to take special precautions to 

guard against AIDS, Hepatitis 8 and other infectious agents. These include: 

- wash hands following any contact with patient secretions; 

- take special care in handling and disposing of used needles; 

- guard against needle sticks, cuts and other injuries; 

- notify supervisors of any direct exposure to blood, semen or other 

body fluids; 

- wear protective clothing (gloves, gowns, and/or goggle~) if direct 

exposure to blood or body fluids is likely. 

79. How is the risk of spreading AIDS through blood transfusions being 

min1mized? 

All blood donated in the U.S. has been tested for antibodies to the HIV 

virus since May 15, 1985. Blood that tests positive is removed from the 

transfusion pool. The process involves use of an ELISA (enzyme-linked 

immunosorbent assay) screening test, with confirmation of positive results 

through a more specific antibody test known as the Western Blot. 

80. Haw effective is the new blood screening test? 

All studies indicate that the HIVantibody test is highly effective in 

eliminating blood from the dorior pool that may be infected with HIV. In fact, 

the test errs on the side (.'f "false-positive" readings, since only about 10 

percent of blood that tests positive on th& initial ELISA test is confirmed 

positive through a more specific Western Blot test .. \11 blood that tests 

positive' by the initial screening te=t is removed from the transfusion pool. 

(- ..•.) 

81. Are spenlbanks and organ banks screening for AIDS? 

The Centers for Disease Control has recolTl11endedthat sperm and organ 

banks screen all donations for antibodies to HIV virus. 

82. Is New York State offering HIVantibody testing? 

Yes. A number of regional HIVantibody test sites have been established 

by the State Health Department to provide test\ng and counseling for persons 

who wish to know 1f they have been exposed to the virus. Testing is free of 

charge at these sites, and anonymity1s maintained through ~se of a code 

system. Persons seeking the HIVantibody test need not give a name, address 

or any other potentially identifying information. Private physicians also can 

arrange for their patients to obtain testing. For information on HIV testing 

call the statewi •• toll-free hotline (1-800-541-AIDS) or theclosést HIV test 

s1te listed on th, back cover of this booklet. 

83. Why dOfsn't Hew York State mandate testing of all persons for 

antibodies to HIV? I 

The State does not sapport mandated HIVantibody testing of any groups 

or individuals since thi information is not useful in developing public health 

policies. but could be used tod1scriminate against individuals or groups. 

( 

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Mahopac 335 

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84. Why doesn't New York State isolate or quarantine persons with AIDS to 

prevent the spread of the disease? 

Persons with AIDS or those with positive antibodies to HIV virus do not 

po se a risk to the public through casual contact. New York State takes the 

str6ng position that the civil rights of any individual or group should not be 

abr tdçed by society without sufficient scientific evidence that it is 

necessary. All information accumulated during the past six years indicates 

that AIDS is spread only through direct blood-to-blood or semen-ta-blood 

exchange" and not through the air, food or casual contact with persons with 

AIDS or articles they have handled or used. 

85. Why doesn't New York State legalize the sale of hypodermic needles or 

dispense clean needles to drug addicts to prevent spread through that 

route? , 

The State is currently studying this issue to assess whether, lega.lizing 

the sale of needles or dispensing clean needles w,ill in faêt reduce the risk 

of AIDS without increasing drug abuse. A current survey by the State Division 

of Substance Abuse Services. indicates that 93% of IV drug abusers are aware of 

the dangers from IV use and are initiating efforts to obtain clean needles 

within the illegal trade. The most difficult prOblem continues to be the 

multiple use or sharing of needles in group settings. 

86. What is New York State doing to get accurate information to th. pub11c 

about AIDS? , 

The,State Health Department's AIDS Institute maintains atoll free 

hotline {1-800-541-AIDS), which provides up-ta-date infortna.t10nabout AIDS. 

The State also funds AIDS hotlines and educational activities conducted by 

eight regjonal AIDS task forces. TV and radio public service announcements 

encourage, Hew Yorkers to call for accurate 1nformation. . , 

Pamphlets and brochures directed to the general public and to various 

risk gro,4ps have been developed and are being distributed through regional 

task for,ê;ès,county hea lth departments and various State agend es. 

Edûcat10nal forums are provided for occupational and community groups 

who have~oncerns related to AIDS. 

Care for AIDS Patients 

(' 

87. Whits.aje,s.,., aVA1lable to persons with AIDS or at ,risk for the 

dis"SI!·, ... ....' 

The New Yorte State Health Department's AIDS Institute has allocated 

nearly $25 1111110n in State and federal grants to provide direct services 

related to AIDS and to fund regional task forces and other community service 

organizations that provide educational and outreach services associated with 

AIDS. Services include: 

-- informational hotlines; 

-- educational materials and forums; 

-- free HIV testing and counsel tng; ,. 

,"-counseling for AIDS patients, faml1ies and those at riSk for AIDS; 

,--assistance in locating medical, dental and'other health services; 

'" 

93 

3:»

Mahopac 336 

._ transportation to medical care; 

._ assistance with insurance coverage, housing, civil rights issues. 

88. Where can persons concerned about AIDS get HIVantibody testing? 

Anonymous antibody testing is provided through the Department of 

Health1s regional offices and some county health clinics for persons who wish 

to kno~ if they have been exposed to the virus. The test is free and no names 

or addresses are exchanged. Persons receive counseling as to what the test 

results mean and preventive actions they may take to minimize further exposure 

to the vi rus or potential tr ansmi ss í on to others. For inf ormat; on on the tes t 

call 1-800-541-AIDS or the nearest HIV hotline listed on the back cover of 

this booklet. 

89. Where can AIDS patients get diagnosis and care? 

Persons who are concerned about AIDS may contact the State-supported 

regional AIDS hotlines (see telephone numbers on back cover) for the names of 

doctors who are familiar with the diagnosis and management of AIDS. Referrals 

are also provided for AIDS patients seeking dental care, psychiatric 

counseling, transportation to medical facilities, and social services. 

90. Where are AIDS patients treated? 

AIDS patients are treated in hospitals, physician's offices, clinics or 

other health care settings, just like any other patients. AIDS patients do 

not pose. risk to other patients or to health care workers who follow 

reconmended safety precautions. 

91. What is New York State doing to ensure that AIDS patients receive 

non-d1scrill1natory. humane care? 

The State Health Department has developed safety protocols for health 

care workers, and also assists hospitals and other medical facilities in 

developing in-service training programs for staff. The Health Department 

promptly investigates any complaints related to patient care at health care 

facilities, and will take enforcement action against any institution that 

discriminates against AIDS patients or does not provide appropriate, humane 

care. 

92. Why doesn't New York State designate special hospitals and nursing 

homes to care for AIDS patients to ensure they receive appropriate care? 

The State has taken a major new initiative to ensure that AIDS patients 

receive the necessary medical, social and psychological support services. The 

State Health Department has designated a number of AIDS Care Centers which are 

respon.sibl. for Illnaging the tota l care package for a person with AIDS. 

'servtces include: inpatient and outpatient care, nursing home care, home 

health care, dentistry, psychological and social counseling, and, if need be, 

housing. 

93. Who pays for treatment of AIDS'¡patients? 

Care for AIDS patients is paid for by the same means as all medical 

care; the government (Medicaid and Medicare), insurance companies and 

individuals. Most insurance policies cover AIDS medical treatment, although 

most have maximum allowances. The cost of care for an AIDS patient can range 

from $50,000 to $100,000. 

C,) 

.' ...~" 

( ¡ 

\, " 

( 

94 

~7t;ø

Mahopac 337 

( 

( 

Human Rights Issues 

94. What rights do AIDS pat1ents have? 

They have the same rights as those accorded to any other ill member of 

our society. Unfortunately. discriminatory action has been taken against some 

AIDS patients by employers, landlords, neighbors, co-workers and others who 

are apparently acting out of unwarranted fears based on misinformation. 

95. Is it right to.keep an AIDS patient's identity a secret? 

Since AIDS does not pose a risk to the general public there is no need 

for neighbors, shopkeepers, co-workers or others who may have casual contact 

with ii person with AIDS to know. Discriminatory action has been taken against 

persons with AIDS by those who are misinformed about thé disease. 

96. Convoy b. f1r=ed'bec!useYou havtAIDS? 

Sorne employersáre reportedly discriminating against AtOS patients 1n 

spite of continued advice from public health officialS that there is no reason 

to exclude AIDS patients from employment as long as they feel well enough to 

work. Persons who believe they are being d1scrim1natedagainst ~Yenlployers 

may file·~.complaintswith the State Div1sionfor Human R1ghtsat (212) 870-8400. 

97. Shollldinsyranee cO!!ptn1es be allowed to require HIV ant1bod.l 

screening. and th.n deny coverag. based on r.sults? 

HO):' Since the medical significance of antibodies to HIV virus in the 

blood of':,', healthy person 15 not known ~ we do not reeommend mandatory 

screen1n~of any individuals or groups. There is a potential that . 

d1scrimHlatory action may be taken based on posit ive test results. There 15 

no direct::evidence that an individual with antibodies to the virus will 

necessarily develop AIDS. 

98. Shoyld Deopl. who hay. AlpS b. bannedfroca working in banks. 

restayraoSs. barb.rshops and other DeoDle-contact jobs? 

There have been no cases of AIDS that are suspected of having been 

transmitted through casual contact or through the air, food or water. If a 

person with 

."tA1 

AIDS 1s~ell enough to work, he/she should be allowed to do so. 

99. C.n work.r gr !!!bylanee personnel refuse to care for.an AIDS 

ft:!ltesca,. workers who refuse to care for AIDS patients may be subject 

to firing .ndpossibl. disciplinary action by the State. Hospitals and 

ambulanc. 5,"1e.s hav. a responSibility to care for the sick, and to assemble 

a staff capabl. of carrying out that m1ssion. There is a need for greater 

edueat 1ona1 efforts to ensure that all health care workers understand the 

potential routes for transmission of AIDS and folTowrecommended safety 

precautions. 

r: 

'

Mahopac 338 

.:J 

100. Can funeral directors refuse to embalm victims of AIDS? 

A court has held that funeral homes are public accommodations under New 

York City Human Rights Law and, therefore, may not discriminate against 

pers6ns base~ on a disability. including AIDS and HIV infection. 

.rr~--~ 

( ) 

, ~._r~ r 

How to Reduce. the Risk of AIDS 

Experience with AIDS indicates that the disease is not transmitted from 

one person to another through any form of casual, non-intimate contact. There 

is very strong evidence that AIDS is transmitted thr.ough dire.ct blood-to-blood 

or semen-to-blood exchange. Direct contact with other body fluids of an 

infected person also may' increase the risk of AIDS, although no cases so far 

have been d1rectlylinked with other body secretions or excretions. 

Based on this information, there. are precautions that can be taken by 

the general public and by persons in special rhk groups to eliminate or 

reduce the risk of contracting or spreading AIDS: 

o DOHIT HAVE SEXUAL CONTACT WITH ANY PERSON WHOSE PAST HISTORY AND 

CURRENT HEALTH STATUS IS NOT KNOWN. 

o DONIT HAVE SEXUAL CONTACT WITH MULTIPLE PARTNERS OR·WITH PERSONS WHO 

HAVE HAD MULTIPLE PARTNERS. 

e DOM'T HAVE SEXUAL CONTACT WITH PERSONS KNOWN OR SUSPECTED OF HAVING 

AIDS. 

( ,.,---.,; \ 

, J 

'" / 

o DONIT ABUSE INTRAVENOUS (IV) DRUGS. 

O DON'T SHARE NEEDLES, SYRINGES OR WORKS. 

o DON'T HAVE SEXUAL CONTACT WITH PERSONS WHO ABUSE IV DRUGS. 

e USE OF A CONDOM DU~IN6 SEXUAL INTERCOURSE MAY DECREASE THE RISK OF 

AIDS. 

O DON'T SHARE TOOTHBRUSHES, RAZORS OR OTHER PERSONAL IMPLEMENTS THAT 

COULD BECOME CONT~INATED WITH BLOOD. 

, 

o HEAlTK WORKERS, LABORATORY PERSONNEL, FUNERAL DIRECTORS AND OTHERS 

WHOSE WORI MAY INVOLVE CONTACT WITH BODY FLUIDS SHOULD STRICTLY 

FOllOW RECOMMENDED SAFETY PROCEDURES TO MINIMIZE EXPOSURE TO AIDS, 

MEPATITIS B AND OTHER DISEASES. 

" 

96 

:fJer

Mahopac 339 

c-· 

THE UNIVERSITY OF THE STATEOF NEW YORK 

THE STATEEDUCATION DEPARTMENT 

December 1987 

TO: Persons with Responsibility for Implementing Health Education Programs 

FROM: 

Edward Lalor, Director, Division for Program Development 

Michael Willie, Director, Division of Pupil Health and Fitness 

(.. 

SUBJECT: AIDS Instructional Guide: Grades K-12 

, 

The AIDS Instructional Guide: Grades K-12 provides a framework for AIDS instruction within a 

comprehensive health education program stressing positive health behaviors. The information 

contained in the guide is only a recommended approach to AIDS instruction. Each school district 

will need to review the guide with its community Advisory Council to decide on those program 

components which best meet the needs of students and express community values, consistent 

with Commissioner's Regulations, Subchapter G, Part 135 (see Appendix A). 

The guide has been structured to achieve the following: 

• Provide information to school personnel on how to implement a home/schoollcommunity 

approach to AIDS instruction 

• Provide suggested grade-level cluster lessons that are considered age-appropriate and 

sequentially developed through objectives and learner outcomes from K-12 

• Stress healthful lifestyles 

• Provide, in grades K-6, a focus on AIDS which will allay fear and concern 

• Stress abstinence in all lessons where methods of prevention are discussed 

" Provide connections to the Health Syllabus and Regents Goals 

• Provide current information 

on AIDS. 

There will be periodic updates to this guide as new information and instructional techniques 

become known to assist you in instruction. Also, as various prínt and graphic materials are assembled 

for AIDS instruction and reviewed by designated staff and Advisory Council members, consideration 

should be given to appropriate filing and storage of such materials, as some technical 

and.Tor teacher" items on this topic and allied topics could be considered inappropriate for student 

use. Any resources that are placed in the school library collection should first be reviewed for 

their appropriateness for student use. Please refer to the New York State Education Department 

publication, Selection Guidelines: School Library Resources, Textbooks, Instructional Material, for assistance 

with district review policies and procedures. 

c 

~Jq

Mahopac 340 

( 

AIDS 

INSTJ~UCTIONAL 

GUIDE 

Grades K-12 

c 

c 

• 

NEW YORK 

THE STAn: OF LEARNING 

The University of the State of New York 

THESTATEEDUCATION DEPARTMENT 

Bureau of Curriculum Development 

Albany, New York 12234 

1987 

, 3Cfo

Mahopac 341 

THE UNIVERSITY OF THE STATEOF NEW YORK 

Regents of The University 

MARTIN C. BARELL, Chancellor, B.A., LA., LL.B Muttontown 

R. CARLOS CARBALLADA,Vice Chancellor, B.S Rochester 

WILLARD A. GENRICH, LL.B 

Buffalo 

EMLYNL GRIFFITH, A.B., J.D Rome 

JORGE L. BATISTA,B.A., J.D Bronx 

LAURA BRADLEYCHODOS, B.A., M.A Vischer Ferry 

LOUISE P. MATTEONI, B.A., M.A., Ph.D Bayside 

J. EDWARDMEYER, B.A., LL.B Chappaqua 

FLOYD S. LINTON, A.B., M.A., M.P.A MillerPlace 

SALVATOREJ. SCLAFANI, B.S., M.O Staten Island 

MIMI LEVIN LIEBER, B.A., M.A Manhattan 

SHIRLEYC. BROWN, B.A., M.A., Ph.D Albany 

NORMA GLUCK, B.A., M.S.W Manhattan 

THOMAS R. FREY,A.B., LL.B Rochester 

JAMESW. MCCABE, SR., A.B., M.A Johnson City 

ADELAIDE L. SANFORD, B.A., M.A., P.O Hollis 

President of The University and Commissioner of Education 

THOMAS SOBOL 

Executive Deputy Commissioner 

ROBERTI. MAURER 

of Education 

Deputy Commissioner for Elementary, Secondary, and Continuing Education 

GERALD L. FREEBORNE 

Assistant Commissioner for ESC Education Planning and Support Services 

JOHN J. MURPHY 

Director, Division of Pupil Health and Fitness 

MICHAEL C. WILLIE 

Chief, Bureau of Health and Drug Education and Services 

REBECCA GARDNER 

Director, Division for Program Development 

EDWARDT. LALOR 

Chief, Bureau of Curriculum 

Development 

(~) 

C) 

The State Education Department does not discriminate on the basis of age, color, 

religion, creed, disability, marital status, veteran status, national origin, race, or sex in 

the educational programs and activities which it operates. Inquiries concerning this 

policy of equal opportunity and affirmative action should be referred. to the 

Department's Affirmative Action Officer, Education Building, Albany, NY 12234. 

phone (518) 474-1265. 

e) 

0--· _ 

20//

Mahopac 342 

( 

Table of Contents 

Foreword ". . . . . . . . . . . . . . . . . . . . . . . . . . . . .. vii 

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 

Planning, Implementing, and Evaluating AIDS Instruction. . . . . . . . . . . . . . . . . . . . . . 7 

How to Use This Guide. .. .. . .. . .. .. . . .. .. . . . . . . . ... . .. . . . . . . . . . . .. . . . . .. . .. 12 

A Family Life Approach to AIDS Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 15 

Integrating Values 17 

Pattern of Lesson Development - Grades K-3 18 

(, Pattern of Lesson Development - Grades 4-6 .................................. 41 

Pattern of Lesson Development- Grades 7-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 74 

Pattern of Lesson Development - Grades 9-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 110 

Appendix 

A. Education Law, Regulations of the Commissioner of Education, 

and Rules of the Board of Regents . 

B. Sample Adolescent Pregnancy Prevention Projects . 

C. Information About Condoms . 

D. Current Information on AIDS 

•••••• "' •••••••• 0·0 0" ••••••• ·0 •• 0"0 ••••• o' "" 

E. Compendium of Teacher Vocabulary Lists ........................ , . 

155 

160 

162 

163 

169 

C' 

v 

5'Í~

Mahopac 343 

( 

Foreword 

c 

( 

The Regents and the Commissioner intend. 

that any teaching about AIDS be conducted only 

within a comprehensive program of instruction 

in positive health values and habits. Pupils 

should be taught self-respect and respect for others. 

They should learn to act in ways which promote 

their own healthy growth and development 

and to avoid acts which may bring harm or injury. 

They should learn to be responsible for 

their own behavior and for the consequences. it 

may have on themselves and other people. They 

should learn to appreciate the 'Value of the nurturing 

relationships that occur within stable families. 

They should be taught to abstain from sex. 

They should be led to.understand that postponing 

sexual activity until adulthood increases 

one's positive life choices for career and marriage. 

Only within such a context of positive 

teaching about health and personal responsibility 

should instruction about AIDS be provided. 

This publication is designed to provide school administrators 

and teachers with information and approaches 

needed to address AIDS (Acquired Immune 

Deficiency Syndrome) instruction within a comprehensive 

health education program in accordance with 

Commissioner's Regulations (see Appendix A). AIDS 

is a disease about which we need to know more and for 

which there is no cure. It has resulted in death to persons 

having the disease,and can affect everyone in a 

community. 

Education is the most valuable tool against the 

spread of HIV (Human Immunodeficiency Virus) infection 

and the disease AIDS. Such education is associated 

with moral, religious, and legal values that require 

examination by school administrators, teachers, parents 

and guardians, students, representatives of community 

health and religious organizations, and others. 

This ensures that the AIDS instructional program deals 

with the public health threat while reflecting the established 

values associated with promoting positive health 

behaviors for school-age children andyouth. 

This publication consists of several sections: an introduction 

which describes the context within which 

AIDS instruction should be provided; a section describing 

a suggested process for local school districts to 

follow to plan, implement, and evaluate AIDS instructian; 

sections that discuss a family life approach to 

AIDS education and integrating values; a section explaining 

how to use the lessons in this guide; sections 

that provide suggested lessons and accompanying 

teacher notes; and appendices which provide further 

information to assist in developing an AIDS instructional 

program. 

The AIDS Ins~ructional Guide: Grades K-12 was developed 

with the guidance of an Advisory Committee. 

Members were: Frank Ambrosie, Superintendent, 

Jamesville-Dewitt Central Schools, Dewitt; Clifford 

Bennett, Manager, Student Support Services, 

Patchogue-Medford School District, Patchogue; Robert 

Bixler, Narcotic and Drug Research, Inc., New York 

State Division of Substance Abuse Services, Albany; 

Deirdre Breslin, Executive Assistant to the Director, 

New York State Division of Alcoholism and Alcohol 

Abuse, Albany; Shirley Burris, Assistant, New York 

State Division of Alcoholism and Alcohol Abuse, Albany; 

Joyce DeRitis, Head School Nurse-Teacher, 

Binghamton City Schools, Binghamton; Ted Eastlund, 

M.D., Medical Director, American Red Cross Blood 

Services, Northeastern New York, Albany; Alden 

Haffner, Vice Chancellor for Research, Graduate Studies 

and Professional Programs, State University of New 

York at Albany, Albany; Jane Holmes, Director, Education 

and Training Section, AIDS Institute, New York 

State Department of Health, Albany; Francis Lísewski, 

Director, Health, Physical Education, and Health Services, 

Rome City Schools, Rome; Monica Meyer, M.D., 

Director, Bureau of Child Health, New York State Department 

of Health, Albany; Alice Miller, President, 

New York State Federation of Professional Health Educators, 

and Chairperson, Department of Health Education, 

Russell Sage College, Troy; Lloyd Novick, M.D., 

vii 

'3'1J

Mahopac 344 

Director, Center for Community Health, New York 

State Department of Health, Albany; Garrett Smith, 

AIDS Consultant, Saratoga Springs. 

This guide was written with the help of the following 

writers: Gerri Abelson, Office of Health, Physical Education, 

and School Sports, New YorkCity Board of Education, 

Brooklyn; Jan Bartlett, Health Educator, Stissing 

Mountain Junior-Senior High School, Pine Plains; 

Catherine Carlson, Director, Pupil Services, Skaneateles 

Central Schools, Skaneateles; Christine 

Cincotta, Family Life Educator, Project Playback, Community 

Maternity Services, Albany; Sharon Conway, 

School Nurse-Teacher, Central Valley School, Central 

Valley; Rosalind Dunfee, Family Life Educator, Project 

Playback, Community Maternity Services, Albany; 

Patricia Hanson, Health Projects Director, The Rensselaerville 

Institute, Rensselaerville; Garrett Smith, AIDS 

Consultant, Saratoga Springs; Frances Tarleton, Assistant 

Director, Office of Public Affairs, New York State 

Department of Health, Albany; Robert Winchester, 

Health Education Coordinator, Niskayuna Central 

Schools, Schenectady; Gail Van Patten, Teacher, 

Homer Elementary School, Homer. 

Project manager and curriculum resource for the development 

of this guide was Joan L. Milowe. Associate, 

Bureau of Curriculum Development. Carol Anne 

Stiglmeier, Associate, Bureau of Curriculum Development, 

contributed material to the draft, and Elise 

Russo, Consultant, Bureau of Curriculum Development, 

assisted with its development. Project coordinator 

and health resource for the Bureau of Health and 

Drug Education and Services was Arlene Sheffield, Director. 

Barbara L. Kelly edited the final drafts. 

This guide was reviewed by: Judy Alexanderson, 

National Educators Association, Plainview Congress of 

Teachers, Woodbury; John Alquire, New York State 

United Teachers; Morton Avigdor, Agudath Israel of 

America; Zvi Berger, Board of Jewish Education of 

Greater New York; Sr. Mary Ann Brawley, Catholic 

School Administrators Association of New York State; 

Theresa Briggs, M.D., Albany County Health Department, 

Albany; Barbara Cox, Yonkers City Schools, 

Yonkers; Margaret Davis, New York State Congress of 

Parents and Teachers; J. Alan Davitt, Executive Director, 

New York State Catholic Conference; Barbara Egan, 

New York State United Teachers; George Fesko, United 

Federation of Teachers, New York City; Paulette Ford, 

National Educators Association; Kathleen Gallagher, 

New York State Catholic Conference; Rachell Green, 

Buffalo City Schools, Buffalo; Peter Griffin, School Ad- 

ministrators Association of New York State; Sheila 

Gutter, United Federation of Teachers (New York City); 

Jane Hohnes, AIDS Institute, New York State Department 

of Health; Patricia Lees, New York State Council 

on Children and Families; Debra Lipkowitz, New York 

State School Boards Association; Francis Lisewski, 

Rome City Schools; Donald Lyman, M.D., California 

Department of Health Services; Phil Martin, New York 

State Council of School Superintendents; Megan 

McCormack, National Education Association; Joseph 

McTighe, New York State Catholic Conference; Monica 

Meyer, M.D., New York State Department of Health; 

Alice Miller, President, New York State Federation of 

Health Educators; Greg Nash, National Educators Association; 

Lloyd Novick, M.D., New York State Department 

of Health; Dr. A. Harry Passow, Teachers College, 

Columbia University; Robert Ragsdale, Director, State 

Relations, American Red Cross in New York State; 

Joseph Saccente, Chief of Operations, New York City 

Board of Education, Brooklyn; Charles Santelli, Executive 

Director, New York State United Teachers; Steven 

Schreiber, New York State Division for Youth; Lynn 

Stone, New York State Department of Social Services; 

the Rev. Don Stroud, New York State Council: of 

Churches; Sam Utter, New York State Association for 

Health, Physical Education, Recreation and Dance, 

Gates-Chili High School, Rochester: Silvestre Wallace, 

New York State Division for Youth; Dennis Whalen, Executive 

Assistant to the Director, New York State Division 

of Substance Abuse Services; staff of School 

Health Education to Prevent Spread of AIDS, Centers 

for Disease Control; the New York State Education Department's 

Division of Civil Rights and Intercultural 

Relations; the New York State Education Department's 

Division of Pupil Services; the New York State Education 

Department's Office for the Education of Children 

with Handicapping Conditions: the New York State 

Education Department's Office of Comprehensive 

School Improvement Planning; the New York State Education 

Department's Office of Services for Native 

Americans; and the New York State Education Department's 

Bureau of Bilingual Education. 

We appreciate the time and effort all the reviewers 

took to share their opinions. All reviewers' comments 

were carefully reviewed and considered. However, 

since all comments did not concur, not all of them were 

included. The fact that a reviewer's name appears on 

these pages should not be construed as his or her approval 

of the final version of the guide. 

() 

e) 

viii 

() 

...... -,>,' 

:3yr

Mahopac 345 

( Introduction 

c_ 

( 

. AIDS education should be conducted within a comprehensivehealth 

education program stressing positive 

values and behaviors. In such a program, students 

should learn to: 




families 


development 


which may bring harm at injury 

• be responsible for their own behavior and its 

consequences 

• abstaínfrom sex, and understand that postpeningsexual 

activity until adulthood increases one's 


• abstain fromillegal 

druguse. 

It is within such a éontext of positive teaching about 

health and personal responsibility that instruction 

about AIDS should be provided. 

Key considerations in developing a framework for 

the establishment of these desired student behaviors 

are the Regents Goals, especially Goal #5, which 

stresses civic values. In its Action Plan to Improve Elementary 

and Secondary Education Results in New York, the 

Board of Regents has identified the values that each student 

should develop: "Each student will respect and 

practice basic civic values ... , which are those shared 

values which we believe are necessary to the survival of 

a free and democratic society - justice, honesty, selfdiscipline, 

due process, equality, and majority rule 

with respect for minority rights; respect for sele others, 

and property; and the ability to apply reasoning skills 

and the process of democratic government to resolve 

societal problems and disputes:' Closely linked to these 

values are values such as self-worth, protection of self 

and others, responsibility for one's actions, and responsibility 

tø the community. 

Positive values, skills, and attitudes, as derived from 

the Regents Goals for Elementary and Secondary Education, 

permeate all of the curriculum materials developed 

by the State Education Department. All of these 

skills, attitudes, arid values aretrànsmitted through all 

of the content areas. For example: 

.• Socidl'Studies Syllabus: 'Gradeô Understandings 

include that families exist in all communities, 

though they may differ in type and organization, 

• English Language Arts Syllabus: Grades K-12 Chart 

of Expectations for Student Writers Grades K-3 

includes that students will express personal 

feelings, reactions, values, interests, or attitudes. 

• Arts for Elementary School: A Syllabus identifies 

anticipated learning outcomes to include that 

students will understand other points of view. 

• Elementary Science Syllabus include's among its 

program goals that students will solve problems 

effectively and with ease. . " 

Instruction in all content areas should focus on helping 

students gain the knowledge, skills, and experience 

necessary for them to understand the importance of 

civic values to our society. Instruction should also promote 

the development of self-esteem, the maintenance 

of health, and the understanding of the effects of drugs. 

No single syllabus or guide in any content area is sufficient 

to accomplish these goals. Lessons in the various 

subjects should reinforce each other, collectively leading 

to establishment of the goals. The AIDS guide has a 

role to play in this process. However, the guide has not 

been designed to accomplish this purpose by itself. 

The Health Education Syllabus: Grades K-12 defines the 

following outcomes for health education: 

• to develop awareness of the role of health in the 

lives of individuals, families, and the community 

• to nurture the development of attitudes that place 

a high value on optimal health 

• to foster the development of self-awareness and 

self-esteem 

1 

~fr

Mahopac 346 

• to provide students with the understandings and 

skills required to set goals, make informed 

decisions, and solve health problems 

• to enable students to deal effectively with change 

and take increasing responsibility for health. 

There are many ways to organize a health education 

program. The syllabus identifies 11 conceptual areas, 

which are defined in terms of the values, skills, and attitudes 

needed for lifetime health maintenance and promotion. 

They include: 

I. Human Growth and Development - Knowing 

the human body and understanding the characteristics 

and natural progression of development 

in the life cycle for taking actions that promote 

health at each developmental stage. 

Il, Emotional Health - Recognizing the relationships 

among emotional reactions, social relationships, 

and health for establishing patterns of 

behavior that promote emotional health and 

sound interpersonal relationships. 

III. Nutrition - Understanding the role of nutrition 

in the promotion and maintenance of health for 

establishing sound nutritional practices. 

IV. Environmental Health - Recognizing that environmental 

factors have a direct effect on the 

health of the individual and of society and for 

taking actions that protect and improve the environment. 

V. Family Life Education - Appreciating the role 

of the family in society in preparing each member 

for the responsibilities offamily membership 


. 

VI. Diseases and Disorders - Understanding diseases 

and disorders and taking actions to prevent 

or to limit their development. . 

VU. Consumer Health - Understanding the factors 

involved in consumer health for making wise 

decisions in selecting and using health information, 

products, and services. 

VUI. Alcohol, Tobacco, and Other Drug Substances 

- Understanding the factors involved in using 

drug substances appropriately and preventing 

abuse. 

IX. Safety, First Aid, and Survival - Recognizing 

how safe environments promote health and 

well-being and learning procedures to reduce 

safety risks and respond effectively in emergencies. 

X. Community Health - Understanding the importance 

of developing health services responsive 

to present and projected community needs 

and for becoming a contributor to the health of 

the community. 

XI. Healthful lifestyles - Appreciating the need 

for responsibility and planning for developing 

and maintaining a healthful lifestyle. 

All of the health education conceptual areas incorporate 

the positive values, skills, and attitudes contained 

in the Regents Goals for Elementary and Secondary Education. 

The chart on the following page illustrates how 

the Regents Goals are translated into classroom activities 

within the health education pl'Ogram (within the 

conceptual area of Emotional Health) focusing on AIDS 

instruction as well as drug education. 

() 

C -

,-- 

r>; (\ 


--- 

Conceptual Area 

REGENTS 

HEALTH 

ITEmotional Health 

GOALS 

EDUCATION 

~ LEARNER 

GOALS 

OBJECTIVE 

OUTCOME 

Communication 

Expression of 

Practice skills necessary for 

Demonstrate an 

Appreciation 

development of 

understanding and 

emotions 

emotional health and 

acceptance of self and others 

Understanding 

Self-awareness 

sound interpersonal 

and a sensitivity to the 

relationships. 

feelin:gsand 

Acceptance 

Understancling self 

needs of others. 

Respect 

Consequences 

Consequences 

of choice 

of choice 

Personal goal setting 

Emotional health 

Behaviors conducive 

DRUG 

to health 

EDUCATION 

Adapt to changes 

A positive 

self-image enables 

us to make responsible 

decisions regarding 

risk-taking behaviors. 

~ -.....l 

~ 

WAYSIN WHICH THE VALUES, SKILL,S, AND ATTITUDES OF THE REGENTS GOALS 

ARE TRANSLATED INTO CLASSROOM ACTIVITIES WITHIN HEALTH EDUCATION 

C;J 

AIDS 

EDUCATION 

Mahopac 347 

There .are skills to 

practice that will 

lead to positive 

health behaviors.

Mahopac 348 

The AIDS instructional program should be sequentially 

designed and coordinated with the K-12 health 

education program. The AIDS Instructional Guide: 

Grades K-12 provides sample lessons for grade-level 

clusters (K-3, 4-6, 7-8, and 9-12) as suggestions for local 

choice and adaption to local circumstances. Activities 

are placed at the grade level at which it is most likely 

that positive health behaviors may be practiced. 

The lessons promote the development of students' 

reasoning and problem-solving skills, skills which 

form a basis for discussion and decision making within 

the context of values. Within the framework of .these 

values, consistent with the advice of public health authorities, 

the lessons focus on the objectives: 

G 


diseases. 


• There are skills to practice that will lead to a 





" There are methods of prevention for AIDS. 

" There are social and economic implications of 

AIDS. 

An effective AIDS instructional program should 

complement the 11 conceptual areas contained within a 

comprehensive health education program for the purpose 

of maintaining, reinforcing, or enhancing the behaviors 

conducive to positive health practices. 

Much has already been said about AIDS instruction 

within health education and, to the extent that understanding 

values is important, the values implicit in 

AIDS instruction must be consistent with the values in 

all subject areas. Regarding health education, the term 

"comprehensive health education program" has another 

meaning. In this second sense, health education 

is comprehensive in that a complete program involves 

connections between the school, the home, and the 

community. The Health Education Syllabus: Grades K-12 

and the AIDS Instructional Guide: Grades K-12 address 

pedagogical facets of an effective instructional program, 

but a comprehensive program must involve the 

home and the community. Classroom instruction 

should not be perceived as the only, or even the most 

prominent, influence on what students do about 

health. Family members, peers, media messages, and 

other social and community forces may also influence 

how students behave and what they value. Cooperation 

among school, home, and community fosters a 

clear and positive message to students which has the 

potential to offset the negative influences they, may ~xperience. 

() 

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4 

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Mahopac 349 

( 

PROGRAM COMPONENTS THAT SUPPORT 

AIDS INSTRUCTION 

SCHOOL 

HOME 

c_ 

• Instructional Program 

• Student Involvement Program 

• Supportive School Health 

Services 

• Pupil Services 

• Healthful School 

Environment 

• Supportive Environment 

• Nurturing 


• Parent Awareness Programs 

• Involvement in School 

Program 

COMMUNITY 

• Community 

Services 


• Coordination with School 

• Special Services 

( 

5 

~t!t!f

Mahopac 350 

The community and home components of a comprehensive 

health education program involve using community 

resources in the school, involving parents in 

school programs, providing health services to pupils, 

and involving pupils in constructive after-school activities. 

These programs collectively reinforce-the instruction 

in values which takes place in the classroom. They 

provide alternative activities in which students can participate. 

These programs help students develop mature 

attitudes about health in general and often lead students 

to see the benefits of delaying sexual activity. 

An example of one such program which brings together 

resources at the local community level is the 

Community Services Project located at the Mt. Vernon 

School District in Mt. Vernon, NY. The school district is 

the lead agency for bringing together a broadbased 

community group to offer and expand school and community 

programs targeted for high school students. 

Such programs include a wellness center and a family 

life education program at the high school, community 

services offered at the Urban League, and career counseling 

and employment readiness at the Mt. Vernon 

Youth Board. A brief description of other similar programs 

is contained in Appendix B. 

Thus it is from the interrelationships of the program 

components that students at every age will be helped to 

appreciate the joy and value of sound physical and 

mental health. They will develop habits of healthy living 

which promote self-respect and respect for others. 

They will understand that by deferring sexual activity 

they increase the range and quality of their positive life 

choices - for job and career, and for marriage and a 

stable family. Teaching about AIDS should always be 

done within this positive context of wholesome personal 

and family values. Activities provided by the 

school, the home, and the community allow for the students' 

energies and interests to be channeled constructively, 

thereby permitting students to practice responsible 

behaviors as they mature toward jobs, careers, 

marriage, and family. 

() 

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'

Mahopac 351 

Planning, Implementing, and Evaluating 

AIDS Instruction 

( 

( 

The responsibility for planning, implementing, and 

evaluating an effective AIDS instructional program lies 

with .thedistrict and building administration, the 

Health Coordiriatór; the board of educatidh. students, 

parents, the communityat large, and the teaching staff. 

At various steps in the process, this responsibility is 

shifted and shared, depending on the task at hand. 

The process that a local school districtfollows to develop 

an AIDS instructional program is a crucial link 

between local needs and recommendations and requirements 

put forth by State authorities. An effective 

process enables school districts to tailor the instructional 

program to the particular needs of their students 

and involve the community in ways that can best meet 

the educational goals. 

Planning, implementing, evaluating, and adapting a 

curriculum is the key function of the Health Coordinator 

or other designated individual charged with responsibility 

for the develop merit of the district's health education 

program, including its AIDS instructional 

program. Although there are similarities in the curriculum 

development process for any subject area, there are 

two features that are special to AIDS instruction: 

Establishment of an Advisory Council-School districts 

need to establish an Advisory Council which 

will be responsible for making recommendations 

concerning the content, implementation, and evaluation 

of anAIDS instructional program. The Advisory 

Council shall consist of parents, school board 

members, appropriate school personnel, and community 

representatives, including representatives 

from religious organizations. Existing district health 

education or health-related advisory committees 

may be able to address AIDS instruction provided 

the membership is reflective of that which is contained 

in the Commissioner's Regulations and the 

membership can fully address AIDS instruction. 

Sensitive Nature of Topk-AIDS instruction deals 

with complex 'societal and personal values and issues. 

Discussion about an AIDS instructional pro- 

gram may touch on persanat religious, culturat and 

moral perspectives. Initial and continuous communication 

on.all aspects of the program is of the utmost 

importance. This process requires time, cooperation, 

and the participation of many people from 

the school.fhehome, and the community. 

Consístentaccess to each component of the district's 

health education program, including AIDS instruction, 

must be provided to students with handicapping conditions 

to ensure that they receive the same information 

as other students enrolled in these classes. Instructional 

modifications may be necessary to enable these 

students to partícipate actively in regular education 

classes and to ensure their understanding of the information 

contained within this guide. Also, the health 

education program, including AIDS instruction, 

should be adapted to meet the needs of those students 

with more severe handicapping conditions who receive 

their health instruction in spedal education classes to 

ensure thát the content is appropriate to their level of 

understanding. 

In planning an AIDS instructional program, some 

factors that are special to AIDS instruction should be 

considered. These factors are listed below. 

• To be successful, a school district's AIDS instructional 

program should be part of a comprehensive, 

integrated health education program. AIDS 

instruction cannot be treated as a set of isolated 

lessons dealing with the disease only, or at only 

olie grade level. There are implications for . . 

understanding AIDS as a disease inorder to take 

action to prevent or limit its development, but 

there are equally important links to other areas of 

health education. 

• In order to be successful in learning and practicing 

positive health behaviors, students will need 

the grounding in health that comes from comprehensive 

health education as well as the specific 

skills and attitudes developed through ins truce 

tian about AIDS. 

7 

Ssr

Mahopac 352 

Teaching positive health behaviors such as 

self-esteem, respect for others, and decision 

making will help students understand the 

immediate and long-term benefits of abstàirting 

from sexual activity and illegal drug use. The 

students' learning and practicing positive health 

behaviors will be as important to them as their 

acquisition of knowledge. 

• AIDS instruction is a shared responsibility. Its 

success will depend upon the cooperation of all 

school personnel and the participation of the 

home and the community: 

• For the immediate future, educators will be faced 

with the challenge of reaching secondary students 

who need to know about AIDS but who 

may have already taken their health education 

courses. These students, too, will need to receive 

AIDS instruction. 

• Knowledge about AIDS is continuously changing. 

Reasonable means for updating the knowledge 

base of school personnel are a necessity for 

accurate instruction. 

• AIDS instruction will require dealing with the 

concerns of some community members about 

addressing sensitive, personal, lifestyle issues in 

the classroom. 

• Educators will need to provide for AIDS instruction 

that is age-appropriate, is consistent with 

community values, and stresses abstinence as the 

most appropriate and effective premarital protection 

against AIDS. 

• Educators will need to address the challenge of 

teaching issues that involve moral decisions, 

values, and personal feelings. 

Though the nature and content of AIDS instruction 

in schools require a larger and more diverse group to be 

involved in curriculum planning, and though the board 

of education has ultimate authority to approve all programs, 

there are common procedures to be followed in 

the development of curriculum for any subject. The 

steps for undertaking this process are summarized be- 

~w: " 

8 

1. Designate an Advisory Council 

2. Review current materials (State laws, regulations, 

syllabus recommendations, and past and current 

education efforts) 

3. Conduct a needs assessment and establish 

priorities 

4. Identify resources (school and community) 

5. Develop an AIDS instructional philosophy 

6. Develop an AIDS instructional program 

7. Conduct community awareness activities 

8. Conduct staff training 

9. Implement the AIDS instructional program 

10. Evaluate, update, and revise the program". 

1. Designate an Advisory Council 

An Advisory Council shall be appointed, consisting 

of those who will be affected by the decisions to be 

made, specifically, school board members, school administrators.rcurriculum 

developers, health educators, 

health-related school personnel, elementary and secondary 

teachers, and healthand service personnel. 

Parents, parent organízaticns, students, community 

agency representatives, representàtives fralri reÚgious 

organizations, and other community members also 

need to be involved. The council should reflect the racial 

and ethnic diversity of thecommunity.While it is 

important that members concur on the significance of 

AIDS instruction, council members "should reflect a 

broad rangé of community perspéctives. " 

Some kind of organizational structure needs to be 

established. This will vary, depending upon the size 

and complexity of the school district. It may be desirable 

to have subgroups for elementary and secondary 

levels. If so, it is essential to provide a means for regular 

communication between the two since the integration 

of the total curriculum is important. 

Districts may want to assign the Advisory Council 

the responsibility of making recommendations along 

each of the steps in the process, or districts may seek 

recommendations concerning content, implémentatian, 

and evaluation of an AIDS instructional program. 

In either case, all steps in the program 'process should 

be carried out. 

2. Review Current Materials 

A survey of current materials is essential, and should 

be collected and made available for group discussion 

before the assigned task is undertaken. A collection of 

materials might include: 

• State laws, regulations, 

affecting curriculum 

and recommendations 

• the Health Education Syllabus: Grades K-12 

• school board resolutions or recommendations 

regarding health education, AIDS education, 

substance abuse education, family life education, 

etc. 

• the guide Family Life/Human Sexuality Education: A 

Program Planning Guide for School District Administrators, 

published by the State Education Department, 

Bureau of Health and Drug Education and 

Services " 

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. . . .._._~ -;tf'.z _

Mahopac 353 

( 

c, 

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" 

the most recent information about AIDS prevention 

from health organizations 

• all existing health education curricula used by the 

district for any grade level (including statements 

of philosophy) 

• any special AIDS-related projects carried out in 

the district (health fairs, prevention projects, etc.) 

• the AIDS Instructional Guide: Grades K-12 

• books and periodical literature pertaining to 

health, substance abuse, family life education, 

etc., contained in teacher and/or student libraries. 

A review of existing health education materials and 

activities in the school district provides information 

about the health education program into which AIDS 

instruction will be integrated, as well as information 

about activities specifically related to AIDS. ' 

3. Conduct a Needs Assessment and Establish 

Priorities 

A needs assessment is a vital part of educational 

planning and evaluation anda necessary prelude to instruction. 

Simply stated, it is the determination of what 

is presently in place and, what must be done to reach 

the end desired - in this case, AIDS instruction. For 

AIDS instruction, there is a concern about specific 

problems, such as: preventing the further, spread of 

HIV infection, dealing with unwarranted fear about 

AlpS and its transmission, and promoting positive 

health behaviors for students. ' 

,The assessment of needs and resources is a crucial 

task. There are a number of ways to conduct this assessment; 

and acombination of procedures will most likely 

yield the mostcomprehensive results. For example: 

a. Surveys 

Surveys can reveal valuable information about how 

AIDS is perceived by élcommunity, and they can help 

identify school staff and members of. the community 

who could be called upon to' assist in further planning 

efforts. 

Surveys can be conducted of: 

• students 

• faculty 

• other school staff 

• parents/guardians 

• the community at large. 

Surveys may be used to gather information 

on: 

• staff knowledge, needs, and interests related to 

AIDS education, substance abuse education, and 

family life education 

' 

• parent/guardian and community knciwledge, 

attitudes and values regarding AIDS education, 

substance abuse education, 

education 

• student knowledge 

about AIDS. 

and family life 

Surveys should be accompanied by a cover letter that 

explains the planning effort of the school district and 

how the information will be used. For those with limited 

English proficiency, such a cover letter may need to 

be translated into their native language. 

b. Statistical Data 

Statistical data that should be collectedinclude: 

• data on the magnitude 

HIV infection 

of the AIDS problem and 

• data on the impact of this disease on social, 

medical, and financial institutions 

• school and community data regarding child 

sexual abuse, substance abuse, adolescent 

pregnancy, etc. 

• data on school problems such as absenteeism, 

suspensions, dropouts. 

c. Community Awareness 

Meetings should be held to inform the community 

that a concerted effort is being made to address the 

AIDS epidemic and to provide the community with a 

forum for discussing its concerns with respect to AIDS 

instruction. These concerns need to be incorporated 

within the data-gathering responsibility. 

The district's needs assessment, once completed 

with items ranked according to priorities,provides the 

basis for instructional planning. The needs-assessment 

process is also an excellent method of creating awareness 

of the complementary roles of school; community, 

and parents/guardians in addressing thísheàlth crisis. 

Local data has far greater impact than national or state 

statistics. 

4. Identify Resources (school and community) 

Concurrent with conducting a needs assessment, resources 

within the school and community should be 

identified for AIDS instruction. It would be helpful to 

identify the: 

• school personnel prepared to teach AIDS (health 

educators, school nurse-teachers, special education 

teachers, pupil personnel staff) 

• communityresources available to assist existing 

instructional personnel with AIDS instruction 

(community AIDS organizations/specialists, 

religious organizations, public health agencies, 

health care organizations, family planning 

agencies; local chapters of American Red Cross, ' 

substance abuse agencies, physicians) 

9 

t}1'3

Mahopac 354 

• teaching materials available or needed to supplement 

AIDS instruction (audiovisual materials, 

print materials, existing curricula for health 

education, substance abuse education, and 

family life education). * 

5. Develop an AIDS Instructional Philosophy 

The next step is the preparation of a statement of philosophy 

for AIDS instruction. The philosophy should 

be consistent with the philosophy of health education 

set forth in the New York State Health Education Syllabus: 

Grades K-12 but should, also reflect the specific 

needs and values of the school district, the students, 

and the community. This philosophy will guide the instructional 

program. A school district's instructional 

philosophy about AIDS should stress positive, values 

and behaviors in which students learn to: 




families 


development 


which may bring harm or injury 

• be responsible 

consequences 

for their own behavior and its 

• abstain from sex, and understand that postponing 

sexual activity until adulthood increases one's 


• abstain from illegal drug use. 

Only within a context of positive teaching about health 

and personal responsibility should instruction about 

AIDS be provided. 

6. Develop an AIDS Instructional Program 

a. Select Objectives 

In order to select objectives for AIDS instruction, it 

will be necessary to review the descriptive information 

that explains the five objectives for AIDS educatíon outlined 

in the AIDS Instructional Guide: Grades K-12. The 

five objectives are: 

• There are some diseases that are communicable 

diseases. 


• There are skills to practice that will lead to a 





• There are methods of prevention for AIDS. 

'" There are social and economic implications of 

AIDS. 

When deciding how these (or other objectives) will 

be addressed, it will be necessary to consider whether 

or not objectives like these are being addressed currently 

in the health education program. For example, 

students at the K-3 level may be learning how to establish 

good health practices in their daily routines. Students 

in grades 7-12 are learning about the effects of alcohol, 

tobacco, and other drug substances. These 

topics within health education can be used to introduce 

some of the objectives related to AIDS. 

Commissioner's Regulations require education for 

"child sexual abuse prevention" for students in grades 

K-6. Students at these levels may be at risk for exposure 

to AIDS through activities involving sexual abuse. Lessons 

from a district's child abuse prevention program 

may be used as a part of the AIDS instructional program. 

Students at this level also are learning about their responsibilities 

as members of families and communities, 

not only within the health education program but 

through other curriculum areas as well. For example, in 

social studies students learn about their role and that of 

others at home and at school, in safety education they 

learn about rules at home and at school, and in all subject 

areas they learn that they have responsibilities. 

These values can be built upon to help students understand 

responsibilities for self and others, thus building 

oh the objectives for AIDS education taught in the 

health program. ' 

b. Recommend Content, Methods, and Activities 

and Describe Behaviors Anticipated 

Once the objectives have been determined for AIDS 

instruction it is necessary to delineate the specific content 

that will be introduced and/or reinforced to meet 

the objectives. It will also be necessary to decide on 

methods of introducing/reinforcing the content, the 

specific activities in which students will engage, materials 

to be used, and evaluation techniques. 

For example, the AIDS Instructional Guide: Grades 

() 

(") 

* A Note About Resources 

As various print and graphic materials are assembled for AIDS instruction and reviewed by designated staff and Advisory Council members, 

consideration should be given to appropriate filing and storage, as some technical and "for teacher" items on this topic and allied topics could be 

considered inappropriate for student use. Any resources that are placed in theschool library collection should first be reviewed for their appropriateness 

for student use. please refer to the New York State Education Department publication, Selection Guidelines: School Library Resources, (" 

Textbooks, Instructional Material, for assistance with district review policies and procedures. '. 

10 

~r'j

Mahopac 355 

( , 

(- 

( 

K-12 suggests that students in grades 4-6 will understand 

the body's immune system. One school district 

may determine that this is/indeed, appropriate content 

for students in grades 4-6. Another schooldistrict may 

determine that understanding the body's immune system 

is too sophisticated a topic for its students in grades 

4 and 5 but would be appropriate for students, in grade 

6, and still another school district may determine that 

while the content is appropriate for students in grades 

4-6, simpler language should be used. 

The school district will decide what the anticipated 

behavior of students will be after instruction takes 

place. In the example given above, the positive health 

behavior anticipated is that "students will reduce their 

own exposure to infection," 

c. Field-test Curriculum 

It is important for classroom teachers to field-test 

suggested lessons to provide information that may improve 

the draft curriculum. 

d. Revise Curriculum 

Initial revisions may need to be made to the curriculum 

based on the field test and reviews by selected administrators 

and teachers. Later revisions may be necessary 

after the curriculum has been used by all 

teachers and other school staff who will need to review 

the content, as medical knowledge about AIDS 

changes and as th~ district learns from classroom experiences. 

7. Conduct qommunity Awareness Activities 

After initial awareness (see step 3C), instructionrelated 

awareness is important. 

Introducing new AIDS instruction to parents and 

community members is critical to gain support for the 

overall program and for successful implementation of 

the program in the classroom. Itis essential to present a 

clear picture about the need for the instruction, the 

decision-making 'process used, the philosophy 

adopted; the goals and objectives to be used, and the 

content to be stressed. Parents and members of the 

community will need to be kept up-ta-date on the efforts 

being made to incorporate AIDS instruction into 

the district's comprehensive health education program. 

This can be done through: open houses, evening informational 

sessions, parent newsletters and other communication 

methods a district may now have in place. 

Special outreach efforts should be made to reach parents 

not clearly associated with school activities or who 

may need information translated into their native language. 

Community-based organizations and religious 

organizations working and serving diverse parent constituencies 

can be helpful in this outreach effort. Pare 

ents will also need to know how to access materials 

from the school to assist them in providing their chil- 

dren with AIDS instruction should they desire this. 

Parents should also be informed of their right and the 

procedure to follow to remove their child or children 

from instructiori'related to AIDS preventi9n. 

8. Conduct Staff Training 

In order to assure that AIDS instruction will be effective" 

comprehensive and ongoing, training must be 

provided for the staff; Accurate information, a common 

framework for providing AIDS instruction, specific 

goals-and implementation strategies-are all essential el" 

emerits to a successful instructional program. Teachers 

will need to increase competencies in working with the 

knowledge, skills, and attitudes required for AIDS instruction. 

9. Implement the AIDS Instructiónal Program 

Classroom teachers arid other school personnel responsible 

för implementation will need assistance in 

the form of ongoing in-service and technical assistance. 

Regular feedbackfrom those implementing the program 

is essential to determine if further revisions or 

clai'ificatíons to the AIDS' instructional program are 

needed'. ' " 

10. Evaluate, Update, and Revise theprogrål1l 

Evaluation is the process by which a district identifies 

the effectiveness of the program. Evaluation should 

focus on the components of the program such as the 

objectives, the learner outcomes,' and the suggested 

activities. 

Evaluation methods for AIDS education are similar 

to those for health education and may include: 

• observations 

• anecdotal records 

• objéctive pretests and posttests 

• attitudinal inventories 

• interviews 

• surveys and questionnaires 

• checklists 

• health data analyses 

• self-assessments 

• teacher-developed 

tests. 

The methods selected for a particular evaluation aetivíty 

will vàry according to the purpose of the task. In 

most instances, a combination of objective records and 

subjective judgments is used. When á variety of procedures 

are used and consistent patterns' are observed, 

the evaluation is considered to be more reliable than 

when only one technique is used. 

Evaluation is an ongoing process. Data should be 

gathered periodically and analyzed in. relation to defined 

program: objectives and outcomes. Program modifications 

should be made, as necessary; and training 

should, be provided whenever program changes are 

made. 

. ' 

11 

~ß"

Mahopac 356 

How to Use This Guide 

_.-~--,,~ 

e) 

The structure of this guide parallels the structure of 

the Health Education Syllabus: Grades 1(-12. It is organized 

by grade-level clusters and by objectives. At the 

lowest grade levels, the emphasis is not on the disease 

of AIDS but on the general concepts of communicable 

diseases, healthful lifestyles and community resources. 

As the students become older and approach 

sexual maturity, the material becomes more specifically 

related to AIDS. Material is presented when it is developmentally 

appropriate and in ways that make sense to 

students at a particular age level. 

The person responsible for health education in your 

district will need to review the grids preceding each 

grade-level cluster. Each grid contains the lessons for 

that grade-level cluster identified by number (#) and 

learner outcome. The lessons are organized by objectives 

which provide the format for organizing an AIDS 

instructional program consistent with the Commissioner's 

Regulations and allow for an easy way to evaluate 

such a program. The five objectives, which are consistent 

in the total instructional program, are: 

1. THERE ARE SOME DISEASES THAT ARE 

COMMUNICABLE DISEASES. 

A disease is a condition that impairs performance of 

a body or its parts. Some diseases are communicable 

and can be transmitted directly or indirectly 

from one person to another. Diseases may be transmitted 

by bacteria, viruses, or other organisms. 

AIDS is a communicable disease that is transmitted 

by avirus (Human Immunodeficiency Virus or HIV) 

directly from one person to another by contact with 

infected blood, infected semen, or infected vaginal 

secretions. 

2. THERE ARE SKILLS TO PRACTICE THAT WILL 

LEAD TO A HEALTHFUL LIFESTYLE. 

12 

Skills have been identified which will enhance the 

development of self-esteem and respect for others, 

such as: practicing good health habits; practicing 

the responsibilities involved with family, friends, 

and school; showing an appreciation for one's own 

uniqueness and the uniqueness of others; recognizing 

the consequences of choices; practicing skills in 

saying no; recognizing the value of abstinence; and 

recognizing the influence of media messages. Opportunities 

to practice these and similar skills are 

emphasized in the lessons at each grade-level cluster. 

3. THERE ARE COMMUNITY RESOURCES FOR 

INFORMATION, HELp, AND COUNSELING. 

Supports and resources are identified at all levels, 

from kindergarten through grade 12, reflecting 

school, home, and community resources. There are 

opportunities for students to learn where they are 

able to obtain support for themselves and their families 

and where they are able to give support to their 

families and friends. 

4. THERE ARE METHODS OF PREVENTION 

FOR AIDS. 

The virus that causes AIDS is transmitted via infected 

semen or infected vaginal secretions during 

sexual intercourse, via the exchange of infected 

blood by transfusion, via infected blood from users 

sharing needles and/or works during intravenous 

drug use, or via infected women passing it on to 

their babies during pregnancy, or delivery. At 

present the most effective known methods of prevention 

for AIDS include: sexual abstinence, abstinence 

from illegal drug use, a mutually monogamous 

marriage/relationship with a partner with no 

known risk factors, education, and counseling. 

5. THERE ARE SOCIAL AND ECONOMIC 

IMPLICATIONS OF AIDS. 

The social and economic implications of AIDS are 

explicit in the 7-12Iessons. Students at all grade levels 

will be able to recognize the delicate balance between 

the need to protect the rights of the-individual 

and the need to protect the health of all people. 

( '¡ 

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---------------"-----

Mahopac 357 

( 

( 

( 

, The lessons in this guide are meant to be used by 

each teacher and, each school district in a way that, is 

appropriate to the needsand resources of that school 

district. Learning maybe achieved througha variety of 

activities, but mastery of .Iearner outcomes for each 

grade-level cluster is expected by the end of that elustel'. 

By the: end of,each grade-Ievel cluster, each learner 

outcome should have been met. It will be necessary to 

coordinate grade-level offerings to be certain this is aCH 

complished. 

For example, in grades'Kô there are three objectives: 

1. There are some diseases that are communicable diseases. 

2. There: are skills to practice th~t will lea'd to a 

healthful lifestyle. ' 

3. Thereare community resources fat information, 


Contained within those three objectives are the eight 

learner outcomes that students should be able, to dem: 

onstrate by the end of grade three: 

1. Distinguish between communicable and noncommunicable 

diseases 

2. Understand how communicable diseases are 

transmitted 

3. Practice good health habits 

4. Demonstrate personal safety skills 

5. Show an appreciation of one's uniqueness and 

the uniqueness of others 

6. Recognize choices and their consequences 

7. Describe how family members show care and 

help one another 

8. Know and use appropriate health resources. 

The same organization exists, for each of the other 

grade-level clusters, 4-6, 7-8, and 9-12. 

Since AIDS instruction was developed to be cons istent 

with a comprehensive health education program, 

it may well be that your district is already working toward 

several of the desired learner outcomes at each 

grade-level cluster. If this is the case, review the specifics 

ofyour currentlearrier outcomes to make certain 

they are actually consistent with the desired outcomes 

in this guide, and feel frèe- to substitute your current 

lessons for thosein the guide. Teachers should be able 

to call upon school district-and community resources to 

help them iriunderstandíng the concepts to be taught 

and in presenting the lessons to their students, as necessary. 

As you review the Pattern of Lesson Development at 

each grade-level cluster, it will be apparent that the largest 

number of lessons are devoted to practicing skills 

lead to a healthful lifestyle. Such skills will in- 

thatwill 

clude: 

• pra,~ti~ing good health h~bHs , 

• recognizing the help and support that family, 

friends, and school can provide 

for one's own unique- 

of others 

• si;tovvingan appreciation 

ness and the uniqueness 

• recognizing the influence of media messages 

ti abstaining from sexual intercourse and illegal 

intravenous (IV) drug use. 

The healthful lifestyle activities permit students to 

make decisions over which they have control and give 

students an opportunity to understand the relationship 

of their, health practices to their well-being. At. best, 

they will have, hadan opportunity to practice those 

skills that will lead to self-directed, positive behaviors. 

The lessons are presented in a lesson plan format, 

and each .lesson.should be approached as a total process, 

beginning with a motivatingactívity and moving 

on through an activity for: 

• Identification (developing knowledge and/or 

understandings) 

• Effective Communication (discussion, debate, 

visual expression, role-plays)' 

• Decision Making (resolving, deciding, discussing/ 

committing). ' 

This process permits the teacher and students to interact 

as information is shared and skills are practiced, and, 

it is designed to encourage student thought, activity, 

and decision making. Each lesson identifies the positive 

health behaviors expected of students as a result of 

the lesson. 

Also, included on the lesson plan form, for your convenience, 

is the following information: 

• Lesson Number 

• Crade-Level.Cluster 

• Objective 

• Learner Outcome 

• Comprehensive Health Education Topic(s): refers 

back to syllabus sections 

• Values Integration: refers to civic values, contained 

in the Regents Goals. 

All of the lessons are preceded by Teacher Notes, 

which provide background information germane to the 

lesson; Special Consideration (where applicable), a 

Teacher Vocabulary list, an indication of the Syllabus 

Connection and Values Integration, as well as charts 

13 

ge?

Mahopac 358 

and myth-fact sheets. The charts and myth-fact sheets 

can be adapted for student use. 

All schools in New York State must provide students 

with instruction concerning AIDS. The Commissioner's 

Regulations, Part 136, require that: 

• instruction provide accurate information concerning 

the nature of the disease, methods of transmission, 

and methods of prevention 

• instruction stress abstinence as the most appropriate 

and effective premarital protection against 

AIDS 

• instruction be consistent with community values 

• instruction 

be age-appropríate 

• students, at the request of the parent, may be excused 

from the methods of prevention portion of 

instruction provided the parents agree to teach 

such prevention. 

The Pattern of Lesson Development and the lessons 

are designed to ease the taskof complying with the regulations. 

All lessons, as appropriate, stress abstinence; 

the values to be included are clearly identified on each 

lesson, and grade-level cluster designations guide determinations 

for age-appropriateness. There are six lessons 

which deal with AIDS prevention, one at grades 4- 

6 (Lesson #18), two at grades 7-8 (Lessons #27a and 

#27b) and three at grades 9-12 (Lessons #36a, #36b, and 

#36c). Lessons #18, #27a, and #36a deal with understanding 

how abstinence from illegal drug use can prevent 

the transmission of the AIDS virus. Lessons #27b 

and #36b deal with understanding how abstinence 

from sexual activity can prevent transmission of the 

AIDS virus. Lesson #36c deals with understanding 

how to prevent the transmission of the AIDS virus to an 

unborn baby. 

As always, teachers should be aware of the needs of 

their students. Instructional techniques and materials 

may need to be modified or adapted to permit students 

the opportunity-to acquire the basic understanding of 

this guide. Developmental appropriateness should be 

considered for each of the suggested lessons. Students 

need to be mature enough and have previous learning 

experiences so that they can participate in and profit 

from the lessons. 

() 

('} 

" 

14 

C) 

__~~ 1JJ> _

Mahopac 359 

( 

A Family Life Approach to 

AIDS Instruction 

c_ 

( 

AIDS instruction takes place within a comprehensive 

health education program. Such a program should 

include a segment on family life education, as recommended 

by the Health Education Syllabus: Grades K-12, 

and would incorporate instruction in appreciating the 

role of the family in society, and in preparing each 

member for the responsibilities of family membership 


In the absence of a family life education guide, some 

of the program objectives and learner outcomes of a 

family life education program have been partially integrated 

into this guide. The AIDS Instructional Guide: 

Grades K-12 provides lessons that explore: 

• family structure 

• roles and responsibilities of family members 

• responsibilities for exploring sound interpersonal 

relationships 

• characteristics of nurturing families 

• sexual relationships. 

The guide also deals with the values of respect for self 

and others and responsibility to self and others. The 

early grades focus on recognizing responsibilities of 

family members; in the middle grades the focus shifts 

to responsibilities toward others; and the upper grades 

stress the validity of peer relationships while recognizing 

abstinence from premarital sexual activity as the appropriate 

behavior for students. 

Sex is not simply a form of stimulation and personal 

enjoyment, but carries with it both risk and responsibility. 

Abstinence is a lifestyle that affords greater opportunities 

for emotional, psychological and educational 

growth: 

Advantages 

of Abstinence 

• free from pregnancy and venereal disease 

• free from the bother and dangers of the pill, IUD, 

and other contraceptives 

• free from pressure to marry before you are ready 

• free from abortion 

• free from the trauma of having to give your baby 

up for adoption 

G free from exploitation by others 

• free from guilt, doubt, disappointment, worry, 

rejection 

• free to be in control of your life 

• free to focus energy on establishing and reà1izing 

life goals 

• free to develop a respect for self 

.. free to develop an unselfish sensitivity 

Mahopac 360 

health education and be correlated with AIDS instruction 

as it gives credence to the values and integrity of 

family relationships. Recognizing that family relationships 

provide the foundation for students to develop 

nurturing relationships outside the family, these lessons 

can be enhanced by parental and family involvement 

and support. It is important that parents and 

guardians take a role in providing accurate information 

and clearly defined values regarding sexuality for their 

youngsters. Parents should serve as role models for 

their children as attitudes and behaviors they communicate 

are important to a child's development. Sexuality 

has implications for all dimensions of human life and 

should be approached positively and in a way that 

helps children develop healthy relationships promoting 

emotional, psychological, spiritual, and social 

growth. 

() 

( ¡ 

'-" 

( 

Mahopac 361 

( 

Integrating Values 

c, 

The Regents in their Goals for Elementary and Secondary 

Education set forth civic values tp be included 

in instructional programs. The civic values most closely 

allied to health education are reasoning, respect for self 

and others, acceptance and appreciation of others, and 

self-discipline. Derived from these values are the positive 

health behaviors of: 

• nurturing relationships which occur within 

families 

• behaving in ways that promote healthy growth 

and development , 

• being responsible 

its consequences 

• abstaining from sex 

for one's own behavior and 

- understanding that postponing sexual activity 

untiladulthood-increases one's positive life 

choices for career and marriage 

• abstaining from illegal drug use. 

cause values are "better caught than taught;' the most 

effective modes of teaching are usually direct: by example 

or by role model. Combined with this direct method 

may be identification of community norms and values 

(which are often taken for granted but not recognized as 

values unless so identified). 

Indirect methods of instruction may include discussions 

of dilemmas in which solutions al~econsidered in 

terms of the moral issues involved. Lesson #37 presents 

an example of this method of instruction in the format 

of a debate which weighs the issue of the individual's 

right to privacy vs ..the, society's right to protect itself 

from a major health threat. 

Another indirect method of instruction allows for a 

process approach in which students: identify issues, 

choose alternatives, weigh the alternative within the 

community values, and act appropriately. Lesson #33 

presents an example of this method of instruction in the 

format of assessing media messages. 

The method of instruction for values and positive 

health behaviors must vary according to the ability and 

knowledge of the students and the learner outcomes 

one is seeking. Each method provides dpportunities to 

help the learner determine right from wrong and to recognize 

that each' choice one makes has consequences 

for oneself and others.' Each method seeks to help students 

achieve what is righf and good in the conduct of 

one's life in the school and. the community. 

These positive health behaviors reflect other values and 

are identified in each lesson, as appropriate. 

Those charged with developing local programs 

should be certain that such programs include these values 

and behaviors and are consistent with community 

values. Teachers should be encouraged to explore fully 

these values and behaviors, in classroom activities. 

There are several different ways to approach the 

teaching of values and positive health behaviors. Bec 

17 

1[,[

Mahopac 362 

>--' 

00 

PATTERN OF LESSON DEVELOPMENT - GRADES K-3 

The K-31esson cluster defines three objectives which lay a firm conceptual and behavioral foundation for AIDS instruction at higher grade levels, 

namely: 


• There are skills to practice that will lead to a healthful lifestyle. 

Il! There are community resources for information, help, and counseling. 

The learner outcomes within each of these objectivesare delineated as follows: 

Communicable Diseases Healthful Lifestyle Community Resources 

#1 Distinguish between communicable and 

noncommunicable diseases 

#2 Understand how communicable diseases are 

transmitted 

#3 Practice good health habits 

#4 Demonstrate personal safety skills 

#5 Show an appreciation of one's uniqueness and 

the uniqueness of others 

#6 Recognize choices and theirconsequences 

#7 Describehow family members show care for 

and-help one another . 

#8 Know fu'l.duse appropriate heaIth resources 

The learner outcomes are designed to help develop recognition of communicable diseases and knowledge of how they spread and to promote 

self-esteem, health habits, and personal skills which foster and enhancethe overall quality of a healthful lifestyle. 

Itmust be noted that no specific AIDS information is presented at this level. However, since students ~ this age group may experience rears about 

contracting the disease themselves, it is important that questions which arise concerning AIDS be addressed honestly and simply with an emphasis 

placed on reducing such fears. 

At the end of this grade-level cluster, students should be able tö demonstrate proficiency in each of the learner outcomes, identified in the eight 

lessons. 

Correlation with existing K-3health education programs may demonstrate that the learner outcomes within AIDS instruction are also contained 

in the existing program and need nöt be repeated. 

~ 

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~\ 

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Mahopac 363 

( 

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Mahopac 364 

LESSON 1 Grades K-3 

c~ ,,) 

Objective There are some diseases that are communicable diseases. 

Learner Ontcome Distinguish between communicable and noncommunicable diseases. 

Comprehensive Health VI .Diseases and Disorders 

Education 'Iopícts) 

I 

Values Integration 

Respect for Self: Concern for one's own health and safety; responsibility 

for preventing disease through personal behavior. 

Motivating Activity Teacher will list diseases students may be familiar with, such as: 

Ol allergies 

Ol diabetes 

It cold 

œ strep throat 

.. asthma 

• heart disease 

• flu 

.. chicken pox 

() 

Identification Students will identify what a disease is. 

Students will define what communicable disease means. 

Effective Communication 

.Students will create a chart showing which diseases are communicable. 

Decision Making Students will decide what steps they can take to promote health. 

Positive Health Behaviors Students will behave in ways which will contribute to their health, 

such as: 

• proper rest 

It proper eating 

I) activity 

~. '\ 

( , 

',/ 

20 

J~'L 

------_., .._---~-~------------,-_._~----~------------

Mahopac 365 

( 

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Mahopac 366 

Casual contad - The usual daily interaction between people at 

work, in school, or in social situations. 

Droplet spray - Organisms that are projected in droplets of water 

when an infected person coughs or sneezes and are received in 

the eyes, nose, or mouth of a nearby person. 

Immunization - A method of producing resistance to an infectious 

disease, usually by vaccination or inoculation. 

Opportunistic infection - An infection caused by a microorganism 

that rarely causes disease in persons with a normal immune system. 

C~) 

Syllabus Connection VI Diseases and Disorders - understanding diseases and disorders 

and taking actions to prevent or to limit their development. 

(pp.28-29) 

Values Integration Respect for self/concern for one's own health and safety 

Respect for self/ responsibility for preventing disease through personal 

behavior 

( '¡ 

/ 

r-) 

......-.- ...... 

22 

.

Mahopac 367 

( LESSON2 Grades 1(..3 

Objective 


diseases. 



- Education 'Iopícís) 


Understand how communicable diseases are transmitted. 


Respect for Self: Concern för one's own health and safety; responsibility 

for preventing disease through personal behavior. 

( 

Motivating 

Activity 

With the dass, the teacher will brainstorm a list of communicable 

diseases such as: 

• chicken pox 

• cold 

• flu 

• measles 

• strep throat 

and list them on the chalkboard or newsprint. 


Students 

• viruses 

• bacteria 

will identify what causes these diseases: 

Effective Communication Students will discuss ways in which each of the diseases can be 

transmitted: 

• contact with an infected person 

e droplet spray 

Decision Making Students will decide on ways to prevent spread of communicable 

diseases, such as: 

• washing hands , 

• covering the mouth when sneezing or coughing 

• being immunized 

( 

Positive Health Behaviors Students will practice those behaviors that reduce the spread of 

communicable diseases such as: 

• washing hands 

• being immunized 

• covering mouth when sneezing or coughing 

23 

'$CJ7

Mahopac 368 

Teacher Notes on Lesson 3 

(~) 

Background This lesson provides the foundation learnings for a healthful lifestyle, 

i.e., the identification of and practice of good health habits 

which the individual can plan for and carry out 

There are a variety of good health practices that students may 

identify-the list in the lesson is just a sample. You should be aware 

that there may be different cultural patterns that may affect health 

practices as well and these different practices need to be included on 

the list. 

Syllabus Connection XI Healthful Lifestyles - appreciating the need for responsibility 

and planning for developing and maintaining a healthful1ifestyle. 

(pp.38-39) 


Respect for self! concern for one's own health, safety, and well-being 

Respect for self/responsibility 

through personal behavior 

for developing positive health habits 

SeH-h~ishciplhine/plann~ghforlthandcdarrYlilnbg ~ut daily health practices () 

w IC en ance ane s ea an we - emg 

('"": 

Mahopac 369 

LESSON 3 Grades K-3 

Objective 


There are skills to practice which will lead to a healthful lifestyle. 

Practice good health habits. 

Comprehensive 

Education 

Health 

Topic(s) 

XI Healthful Lifestyle 


Respect for Self: Concern for one's own health, safety, and wellbeing; 

responsibility for developing positive health habits through 

personal behavior. 

Self-discipline: Planning for and carrying out daily practices which 

enhance one's health and well-being. 

( 

Motivating Activity Students will create a record of activities that contribute to personal 

health. 


The teacher, with the class, will list activities that contribute to personal 

health, such as: 

• washing hands 

• brushing and flossing teeth 

• exercise 

• rest and sleep 

• recreation, fun 

• making wise food choices 

• expressing feelings, e.g., laughing/crying 

• fostering relationships with family and friends, e.g.: 

-playing 

- sharing thoughts and feelings 


Decision Making 

Students 

Students 

Students 

will make a collage of good health practices. 

will identify health practices on the collage. 

will decide which practices they need to develop. 

( 


25 

1œ1

Mahopac 370 

Positive Health Behaviors 

Students 

will practice good health habits on a daily basis, such as: 

II washing hands 

(9 brushing and flossing teeth 

«I exercise 

il rest and sleep 

(9 recreation, fun 

(9 making wise food choices 

I) laughing/crying 

• sharing thoughts and feelings 

/-') 

(~- 

C) 

() 

\..... j/ 

26 

370 

--.~---_.--------,----~---------'-_._--------_.__._----------_._----

Mahopac 371 

( Teacher Notes on Lesson 4 

( 

c 

Background 

Special Considerations 

Syllabus Connection 

This Iessonrriay be used as part of the required teaching units that 

deal with chfld sexual abuse. 'It is taught in some districts by guidance 

counselors or school nurse-teachers. Regardless of who 

teaches this lesson, these skills will provide the foundation for all 

later learnings about self-respect, self-esteem, and how to say nothese 

are considered a basis for AIDS prevention. 

During the Identification and Effective Communication portions of 

the lesson, it is important to help students understand that rules 

exist to define and maintain order for all people. They will be 

familiar with traffic rules and' school! classroom rules but may not 

be aware that there are rules to protect their person (body). These 

rules help students to know how to behave in a threatening situation, 

but the students need ample opportunity to practice how to: 

• sayno 

• get away 

• tell someone. 

Role-playing a variety of situations is a useful technique which 

allows for rehearsal. The use of dolls is suggested in the Effective 

Communication activity, as students at this age may be sensitive to 

a role-playing experience of this nature. 

When choosing situations to role-play, you should be guided by the 

level of discussion that has preceded this lesson. Some situations to 

role-play may include: 

• A stranger asks a student to come with him/her. 

e A student is home alone and someone rings the doorbell. 

• A friend tries to touch a private part of the student's body. 

Should situations arise during this activity that might indicate possible 

abuse, follow your district's child abuse reporting procedures. 

IX Safety, First Aid, and Survival - recognizing how safe environments 

promote health and well-being and learning procedures to 

reduce safety risks and respond effectively in emergencies. 

(pp. 34-35) . 

X Community Health - understanding the importance of developing 

health services responsive to present and projected community 

needs and for becoming a contributor to the health of the community. 

(pp. 36-37) 


27 

Mahopac 372 

Safety Education Syllabus 

Child Sexual Abuse Curriculum 

(J 

Values Integration Reasoning/recognize how rules can be applied 

Respect for self/recognize 

Respect for others/recognize 

that each individual has rights 

that rules exist for a common good 

( 

" 

,) 

28 

- ....~--_._------_.~_~.---------_~._-----_._-'------------_._---_ .." 

________ ,_5'1~ _

Mahopac 373 

( LESSON4 Grades K-3 

Objective 


Learner Outcome Demonstrate personal safety skills. 






Reasoning: Recognizing how rules can be applied. 

Respect for Self: Recognizing that each individual 

has rights. 

Respect for Others: Recognizing that rules exist for a common good. 

------------~--------------------------------------------------------~---- 

Motivating Activity The teacher will discuss with the class why rules exist. 

( 

Identification The teacher and the class will identify rules students must obey, 

such as: 

• traffic rules 

• school rules 

The teacher and the class will identify and list rules of body safety: 

\I say no 

• get away 

• tell someone 

Effective Communication The teacher will provide situations in which students can role-play 

rules of body safety by using dolls to demonstrate: 

• sayingno 

• getting away 

• telling someone 

c 


The class will decide on and list three people they can go to for help, 

such as: 

• parent, guardian 

• teacher 

• school nurse 


29 

975

Mahopac 374 

Positive Health Behaviors Students will practice rules of personal safety: 

• follow traffic and school rules 

I) follow body safety suggestions in threatening situations, as 

appropriate: 

-say no 

-getaway 

- tell someone 

ṟ ,__ J 

() 

() '_.---' 

30 

s7!f

Mahopac 375 

( TeacherNotes on.Lesson 5 

Background 

This lesson helps to promote self-esteem and positive regard for others. 

An appreciation for the uniqueness of self and others is the expected 

learner outcome, based on having students visually and verbally 

identify those characteristics that make them unique and those 

characteristics that they have in common with others. You will need 

to be sensitive to feelings that may surface when such characteristics 

are identified. Students should be helped to appreciate differences 

as well as similarities. 

In order to reinforce positive feelings about themselves and others, a 

follow-up to this lesson might be to have students complete sentences, 

such as: 

It What I like about myself is ---,-- _ 

• What I like about you is 

_ 

c 

Syllabus Connection I Human Growth and Development - knowing the human body 

and understanding the characteristics and natural progression of development 

in the life cyde for taking actions that promote health at 

each developmental stage. (pp. 18-19) 

II Emotional Health - recognizing the relationships among emotional 

reactions, social relationships, and health for establishinq patterns 

of behavior that promote emotional health and sound interpersonal 

relationships. (pp. 20.-21) 

Values Integration Respect for self/feeling good about oneself and what makes one 

unique 

Respect for others/respect and acceptance of the uniqueness of others 

( 

31 

:lIr'

Mahopac 376 

LESSON 5 Grades K-3 C) 

Objective 

There are skills to practice that will lead to a healthful lifestyle. 

Learner Outcome Show an appreciation of one's own uniqueness and the uniqueness 

of others. 






Respect for Self: Feeling good about oneself and what makes one 

unique. 

Respect for Others: Respect and acceptance of the uniqueness of 

others. 

Motivating Activity 

The class will create a bulletin board illustrating different people engaging 

in a variety of activities. 

Identification Students will identify those characteristics that make them unique: 

• physical characteristics 

• behavior 

• talents 

• feeling responses to situations 

Students will identify that they share some of these characteristics 

with others. 

C) 

Effective Communication Students will discuss the similarities and differences illustrated on 

the bulletin board. 

Students 

will discuss what it feels like to be different. 

Decision Making Students will decide how they are the same and how they are different 

from other people. 

will decide how they can help each other to accept them- 

Students 

selves. 

32 

Positive Health Behaviors Students will practice behaviors that demonstrate respect for their 

own uniqueness and that of others, such as: 

• acceptance of physical characteristics 

.. recognition of talents (~'\ ,~) 

• acceptance off 

eelings 

.._~.--_ .._---- 

_:l2~~- ,

Mahopac 377 

( Teacher Notes onLesson 6 

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Mahopac 378 

XI Healthful Lifestyles - appreciating the need for responsibility 

and planning for developing and maintaining a healthful lifestyle. (") 

(pp. 38-39) 

'",J 

Values Integration Reasoning/consider choices to be made and the consequences of 

those choices 

Respect for self/responsibilities related to one's health that will 

maintain and improve a healthful lifestyle 

C) 

34 

- .--~-._._-~. __ .._------_._---_~_--- ------ --- 

_____________________________ -'17~__

Mahopac 379 

c 

LESSON6 Grades K-3 

':-' 

Objective 



Recognize choices and their consequences. 

Comprehensive 

Education 

Health 

Topic(s) 

III Nutrition 



Reasoning: Consider choices to be made and the consequences of 

those choices. 

Respect for Self: Responsibilities related to one's health that will 

maintain and improve a healthful1ifestyle. 

c 

Motivating Activity The teacher will tell a short story about Jane (see Identification). 

(This can be done as a progressive story.) 

Identification The teacher will tell the story of Jane: Jane woke up late on a rainy 

school day. She had no time to brush her teeth or eat breakfast. She 

was late getting to school, and she forgot her homework and her 

lunch. What will happen to Jane? 

Effective Communication Students will discuss the choices Jane made. 

Students will create a new story about Jane and what she could have 

done to make her day better. 


Students will decide what Jane could have done and what the consequences 

of her new choices might be. 


Behaviors 

Students will take responsibility-for daily routines, such as: 

• planning 

• eating appropriately 

• allowing sufficient time for routines 

( 

35 

:J11

Mahopac 380 

Teacher Notes on Lesson 7 (" .:. 

Background This lesson has a focus on family support and some of this material 

may be covered in guidance instruction. 

This lesson is a foundation for learning some aspects of family life 

education. It is designed to strengthen students' awareness and appreciation 

of the ways family members help one anothér,both on a 

daily basis and in times of need. Itprovides the groundwork for later 

activities on family communication, suggesting that concerns can be 

shared within the family. 

While culture, tradition, and/or necessity may shape family roles, 

students will learn about their classmates' roles in their families and 

come to recognize that they are able to give help in the family, as well 

as receive help. Family structure varies (often friends may be like 

family members), and roles may be similarly altered. 

Special Considerations Special sensitivity may be needed if students discuss problems, 

such as: alcoholism, incest, abuse, etc. Should such situations arise 

in the class it is best to thank the student for sharing such informa- () 

tian but refocus the student as quickly as possible on positive ways - 

the family shows care. Be certain tö speak to such a student on an 

individual basis after class regarding the situation. Follow your district's 

child abuse reporting procedures if abuse is suspected and any 

in-school or community referral process for other problems that may 

be identified. . 

Syllabus Connection II Emotional Health - recognizing the relationships among emotional 

reactions, social relationships, and health for establishing patterns 


relationships. (pp. 20-21) 

V Family Life Education - appreciating the role of the family in 

society in preparing each member for the responsibilities of family 

membership and adulthood, including marriage and parenthood. 

(pp.26-27) 

Values Integration Respect for others/responsibilities within one's family 

36 

JrPO 

~-------- -- - "--_._---- 

--- ..._-- ._-,,~--_._~--_._._.._~_-----_~---- ~ ---

Mahopac 381 

( LESSON7 Grades K-3 

Objective 




There are "skillsto practice that will lead to a healthful lifestyle. 

Describe how family members show care and help one another. 

,.~ 


V Family.Life Education 


Respect for Others: Responsibilities 

within one's family. 

Motivating 

Activity 

Students. will develop a family album that will define family roles 

and activities. 

.. 

Effective 


Students will identify family members and discuss the activities of 

family members. 

Communication Students will role-play situations in which family members show 

care and responsibility for one another. 

Decision Making Students will decide. how family members show care and help one 

another at special times, such as: 

~ when someone has done something well 

CI when someone is sad 

• when someone is sick 

• holidays 

• family gatherings 

Positive Health Behaviors Students will show care and help family members. Some of these 

"behaviors might include: 

• helping with chores 

CI helping at mealtime 

• playing with a sibling 

• caring for one's belongings 

• helping to care for family pet 

• spending time together 

• recognizing feelings by listening and responding 

( 

37 

Mahopac 382 

Teacher Notes on Lesson 8 () 

,...~-,' 

Background 

Building on internal family .communication skills emphasized in 

Lesson #7, students should recognize that in addition to the family, 

they can be helped by members of their school and community. The 

ability to identify and use horne, school, and community resources 

for health concerns lays a foundation for individuals to use these 

same services for other health needs. 

The Effective Communication homework assignment is most important. 

It provides an opportunity for the student and family to identify 

who can help the student in case of need. This assignment is not 

the same as when someone is identified who can help in an emergency 

(for school records) but may be used as an extension of that 

one. 

You should be aware of your community's resources and your school 

district's procedures for referral and follow-up. A list of possible resources 

might include: 

lb home (Lesson #7) 

-parents, guardians ( 

- grandparents ".. 

-siblings 

- other relatives 

- family friends 

• school 

-teacher 

-nurse 

-principal 

-pupil service staff (psychologist, counselor) 

• community 

-hospital 

-clinic 

-doctor 

- ambulance squad 

- religious representative 

- social work agency. 

Syllabus Connection X Community Health - understanding the importance of developing 



(pp. 36-37) 

38 


Reasoning, Respect for self/seek help from those who are able to 

provide assistance 

Respect for others/recognize 

help that others can provide 

/- 

) 

1¡~ 

._----------------~_._--~._--------_._--.-----

Mahopac 383 

c LESSON 8 Grades 1.(-3 

~.'\ -, 

Objective There are community resources for information, help, and counseling. 

Learner Outcome Know and use appropriate health resources. 

Comprehensive Health X Community Health 


Values Integration Reasoning, Respect for Self: Seek help from those who are able to 

provide assistance. 

Respect for Others: Recognize help that others can provide. 

_.--~--------------------------------------~----.------ 

Motivating Activity The class will create a booklet of health resources. 

c 

Identification The teacherand class will identify persons who can help them in 

the: 

It home 

• school 

It community 

• religious organization 

Effective Communication The teacher will give a homework assignment: Discuss with my family 

who can help me if Ibecome ill at school or at home. 

Students will discuss the results of their homework assignment at 

school and list the resources. They will note all the different people 

classmates have identified as resources. 


The class will decide who the health resources are in the: 

• home 

• school 

• community 

• religious organization 

( 

\.. (continued on next page) 

39 

'1-"'3

Mahopac 384 


Students will know and use the appropriate health resources, such 

as: 

1& family 

• teacher 


• principal 

• police officer 

• pharmacist 

• religious leader 

() 

( ') 

/ 

(-'¡ 

',,/ 

40 

_ ...._----------------_._-_~---_._--- 

gtf(,¡ 

----_._---_._--/.~_._---_~_--

, 

r>. Mahopac 385 

~'. 

PATTERN OF LESSON DEVELOPMENT - GRADES 4-6 

The lessons in the cluster focus on four objectives, namely: 



• There are skills to practice that will lead to a healthfulli£estyle. 

• There are community resources for information, help, and counseling. 


The pattern oflesson development identifies the learner outcomes as follows: 

Communicable 

Diseases 

Communicable 

Disease/AIDS 

Healthful Lifestyle 

Community Resources AIDS Prevention 

#9 Understand the chain of 

infection and how to 

break it 

#10 Understand the body's 

immune system 

#11 Know ways AIDS 

cannot be transmitted 

#12 Demonstrate respect 

for personal privacy 

#13 Understand the role of 

personal behavior in 

disease prevention 

#17 Locate school! 

community resources 

for AIDS information 

#18 Understand how 




AIDSvirus 

#14 Understand the 

concept of risk and the 

consequences ofrisktaking 

behaviors 

#15 Practice the responsibilities 

involved with 

family, friends, and 

school 

#16 Recognize the help 

and support that 

family, friends, and 

school can provide 

~ 

~ 

e 

The goal in grades 4-6 is to equip students with the ability to take personal responsibility for their health and well-being. Whether the area be 

setting personal limits, disease prevention, responding to risk-taking situations or family involvement, students are channeled to practice positive 

behaviors that promote overall optimum health. 

Four lessons in the cluster are AIDS specific (Lesson #10, #11, #17, and #18).At this age level it is appropriate for students to understand that AIDS 

is a communicable disease. The nature of the disease is outlined to provide students with a basic grasp of the impact of AIDS on one's immune 

system. This lesson alerts students to the serious implications of the AIDS virus. It is meant to create awareness, not anxiety, in students. The second 

AIDS specific lesson deals with the ways the AIDS virus cannot be transmitted. The third AIDS specific lesson deals with locating school/community 

(continued on next page)

Mahopac 386 

~ 

~ 

r=-; 

,; 

r>, 

, 

\~ .../ 

,.¡:,. resources for AIDS information. The fourth AIDS specific lesson deals with the prevention of AIDS by abstaining from drug use. The intent here 

l'-) 

again is to reduce anxiety via understanding accurate transmission information. Itis appropriate to answer student questions about AIDS and AIDS 

transmission as simply as possible and limit responses to questions asked. Depending on the district's needs assessment and recommendations of 

the community Advisory Council, AIDS prevention lessons from the 7-8 grade-level cluster (Lesson #27a and #27b) may be introduced. Please note 

that a student may be excused from the methods of prevention lessons upon receipt of a written request to a principal from a parent or guardian. 

The lessons provide a framework for addressing AIDS instruction at the elementary level (K-6) according to Commissioner's Regulations. The 

Regulation at the K-6 level requires that instruction be designed to provide accurate information concerning the nature of the disease, methods of 

transmission, and methods of prevention stressing abstinence as the most appropriate and effective premarital protection against AIDS and be ageappropriate 

and consistent with community values. 

At the end of this grade-level cluster students should have achieved each of the desired learner outcomes identified in each lesson. 

Correlations and coordination with existing 4-6 health education programs may well demonstrate that some learner outcomes in AIDS instruction 

are well within existing programs and need not be repeated.

Mahopac 387 


c 

Background 

Teacher Vocabulary 

This lesson contains two diagrams of the "Chain of Infection." One is 

blank and is meant to serve as a generic model. The other is filled in 

to illustrate the chain of infection for measles. The "Chain of Infection" 

is designed to help you and your students to recognize how a 

disease is spread and how the spread of disease can be stopped by 

breaking the chain at various points. 

In the instance of measles, the chain can be broken by the infected 

person by: 

• covering the nose and mouth when sneezing or coughing. 

It can be broken by the noninfected 

• avoiding contact with secretions 

• immunization. 

person by: 

The focus of this lesson is twofold; a person is responsible for: 

• breaking the chain of infection in order not to spread a disease 

to others 

• breaking the chain of infection in order not to catch the disease 

from others. 

Host - Any person in whom an infectious agent can live and multiply. 

Immunization - Method of producing resistance to an infectious 

disease, usually by vaccination or inoculation. 

Infectious agent - An organism (virus, bacteria, etc.) that is capable 

of producing infection or infectious disease. 

Method of entry - Manner in which organisms enter the host's 

body. 

Method of escape - Manner in which organisms leave the host's 

body. 

Mode of transmission - Manner in which an infectious agent is 

transmitted from one person to another. 

Organism 

- Any living thing, such as a virus, bacteria, etc. 

Susceptible host - A person not possessing sufficient resistance 

against a particular organism to prevent contracting the infection 

when exposed to the organism. 

(~ 

" 


43 

~?Î

Mahopac 388 


and taking actions to prevent or eliminate their development. 

(pp. 28-29) - 

l) 

,....."'-", 


Respect for self/caring for and protecting oneself by taking appropriate 

steps to break the chain of infection 

Respect for others/caring for and protecting others by taking appropriate 

steps to avoid the spread of infection 

e) 

-,- 

( 'I , 

'..~,/-' 

44 

._._----------,-----_~~---_~-.~__~_--------_._----------_~__._-------_._----- 

j¡J-

Mahopac 389 

( 


.INFECTIOUS 

AGENT 

SUSCEPTIBLE 

HOST 

HOST 

( 

METHOD OF 

ENTRVINTO 

NEW HOST 

METHOD OF 

ESCAPE 

FROM HOST 

( 

MODE OF 

TRANSMISSION 

45 

'. 

j~

Mahopac 390 


FOR MEASLES' 

() 

'-.- 

INFECTIOUS 

AGENT 

MEASLES 

VIRUS 

SUSCEPTIBLE 

HOST 

Any person who 

has not been immunized 

or had measles 

HOST 

Human 

;,\,,: ;, 

() 

METHOD OF 

ENTRY INTO· 

NEW HOST 

Breathing air with droplet 

. l\1:'ETHOÓ ÙF 

ESCAPE 

. FROMHQST 

Droplets from 

sneezing o!cqttgh~ng. 

46 

MODE OF 

TRANSMISSION 

Direct contact 

with droplets 

(") 

'~- .»' 

,1'Î d

Mahopac 391 

( 

\ 

LESSON9 Grades 4-6 

Objective 

There are sohle diseases that are;cqmmunfi:;a,ble diseases. 

Learner 01tfc~1lle '. 'Understand the chain of infection and how'to break it . 

., 

.', 

I 

Comprehensivè Health VI Diseases and Disorders 

Educa,tionlhpic(s) 

Yalues Integration 

Respect for Self: Caring for and protecting oneself by taking appropriate 

steps to break the chain of infection. ' 

Respect for Others: Caring for and protecting others by taking appropriate 

steps to avoid the spread of infection. 

Motivating Activity The teacher, with students, will chart the chain of infection. 

( 


Students will identify the chain of infection: 

• infectious agent 

• host 

• method of escape from host 

• mode of transmission 

• method of entry into new host 

• susceptible host 

Effective Communication Students will chart the chain of infection for measles . 

\. 

Decision Making Students will decide how one can break the chain of infection. 

Positive Health Behaviors Students will demonstrate behavior that seeks to break the chain of 

infection: 

• cover nose and mouth 

• avoid contact with secretions from the human host 

• obtain appropriate immunization 

".~:-- 

c 

.", 

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Mahopac 392 


(J 

'-~_.. -.' 

Background ' Students need to recognize that with ordinary infections (such as a 

cold) the body's immune system creates antibodies that kill the virus. 

During this time the person may feel ill, run fever, etc., but the 

illness passes and the immune system remains intact and able to 

fight off other diseases as they occur, 

With AIDS (Acquired Immune Deficiency Syndrome) the Human 

Immunodeficiency Virus (HIV) invades the immune system, which 

is unable to 'kill HIV; it is HIV that makes deficient or destroys the 

immune system. So while a person may feel ill, run fever, etc., and 

antibodies are created, in the instanee of AIDS, the immune system 

no longer can fight off other diseases as they occur. The patient does 

not die of AIDS but of an opportunistic infection or disease that the 

body can no longer fight. 

This lesson helps students to distinguish between a healthy immune 

system (with a large supply of T-cells) that fights off a cold and an 

immune system with AIDS (with insufficient T-cells) unable to fight 

off opportunistic infections. Thus, people with AIDS are more likely ('\ 

to contract infections than others. (See diagram.) ) 

Special Considerations This lesson is best taught after students have studied science or 

health topics related to the immune system. If this is not possible, 

the lesson should be presented at another grade level after basic immune 

system information has been learned. 

Teacher Vocabulary AIDS - The initials for the disease ''Acquired Immune Deficiency 

Syndrome." A disease caused by a virus which breaks down the 


and caneer. 

Antibodies - Substances in the blood produced by the body's immune 

system to fight against invading organisms. 

HIV - The Human Immunodeficiency Virus. It causes AIDS by attacking 


to fatal infections, caneer, and neurological disorders. 


and disease. 

Lymphocyte - A type of white blood eell that is produeed in the 

bone marrow. Some of these cells migrate to the thymus, where 

they develop as 'l-cells. Other lymphocytes that mature in the 

bone marrow or in organs other than the thymus are called B-cells. (.. ->, .•.•' 

(continued on next page) _ 

48 

_____________ . . ..2_?£ ~_

Mahopac 393 

The B-cells manufacture antibodies, and the T-cells regulate antibody 

production. In healthy people about 60 percent of circulating 

I \, lymphocytes are T-cells. With AIDS, only about 2 percent of the 

lymphocytes are T-cells. With fewer T-cells, the body is unable to 

recognize and attack invading organisms. 



T-cells - A class of lymphocytes that play a major role in carrying 

out the activities of the immune system. Some T-cells are called 

helper T-cells. 

Virus - A microscopic organism that can cause infections. 

Syllabus Connection I Human Growth and Development >- knowing the human body 


in the life cycle for taking actions that promote health at 

each developmental stage. (pp. 18-19) . 

VI Diseases and Disorders - understanding diseases and disorders 

and taking actions to prevent or limit their development. 

(pp.28-29) 

( '. 

Respect for self/promoting 

havior 

optimum health through personal be- 

Values Integration Respect for self/proper attention and care for one's health and wellbeing 

s , , 

c 

49 

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Mahopac 394 

('") 

'--"".-_. 

Diagram For Lesson 10~ 

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Mahopac 395 

( 


INFECTION I 

AIDS 

COLD 

';~1:~m~~~~;:-t:~~k-%\ 

~:·:~:::1f::~~~~·=*m¡ 

"':::~::MMWW~:~~~~r~f:::~¥~~::r-:t$~~r@f~t~¡ 

HUMAN 

IMMUNODEFICIENCY 

VIRUS INVADES BODY 

"~::;~:~::?;~~;:~·~::}~~:~··::~~m~%::~,~·.·:.:~:~:~ 

VIRUS 

INV ADES BODY 

~Wl~t:~*fl¡M~¡~¡~ 

( 

IMMUNE SYSTEM 

CREATES ANTIBODIES 

'::::mlfr*~%ntœªtmf~m 

IMMUNE SYSTEM 

CREATES ANTIBODIES 

~Wtillflila%%tm:&w•• 

PERSON BECOMES ILL 

WITH A COLD 

( 

HIV NOT KILLED 

I 

HIV ATTACKS T-CELLS, 

TAKES OVER CELLS, & 

BEGINS REPRODUCING 

I 


BREAKS DOWN 

I 

PERSON BECOMES ILL & 

SUSCEPTIBLE TO MANY 

KINDS OF INFECTIONS 

I 

PERSON DIES 

VIRUS DESTROYED 

BY T-CELLS 

I 

IMMUNE SYSTEM 

INTACT 

I 

PERSON 

BECOMES WELL 

49b 

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Mahopac 396 

LESSON 10 Grades 4-6 ej 

Objective 



Educatíon Topic(s) 



Understand the body's immune system. 


Respect for Self: Proper attention and care for one's health and wellbeing. 

Respect for Self: Promoting optimum health through personal behavior. 


The teacher will diagram the immune system as a defense system 

against disease. 

Identification Students will identify the body's immune system as a mechanism ( ) 

that helps fight disease. 

Students will identify how the immune system responds to: 

• a cold 

• AIDS 



Students will describe how the body responds to these different infections. 

Students will decide how they can protect their immune system by 

reducing exposure to infections. 


Students will reduce their own exposure to infection. 

(") 

50 

_____________________ 2ff _

Mahopac 397 


g#tMG¡¡'t~¥wm-OOffi'à"\'Wf';ffi';E.',*)~~'lli@m\:¡:;'W~*'0..V~W'w'&W.mill:rml\_"*1f®t${m.%a:wm*~g~mw*\WfÄ'%'\i&S'»1*"J"Øl~m$JtTh .. Wa.RmH*:;';:Ni'**'Wi%'%'illbW 

( 

Background 

For this activity, the term. "the AIDS virus" is used to help the students 

relate to what.they read and hear about AIDS. The more accurate 

designation is that the Human Immunodeficiency Virus (HIV) is 

the transmitter of the disease AIDS. 

Prior to this lesson, it would be helpful for you to review Appendix 

D, "Current Information on AIDS:' Please remember the "Current 

Information on AIDS" section is for your reference only: it is not 

intended for classroom use. 

There is an ''AIDS MYTH-FACT SHEET" for use with students. 

The purpose of the ''AIDS ·MYTH-FACT SHEET" is to focus on the 

ways AIDS is not transmitted. In order to allay possible student 

fears, information is provided for you on ways AIDS is transmitted, 

to use, as appropriate, with your students. 

L . 

Adapt the ''AIDS MYTH-FACT SHEET" to meet the needs of your 

students and distribute to each student. Have students respond to 

each. This lesson allows for clarification of misinformation during a 

discussion of student responses. An answer sheet is provided, for 

your convenience. 

1£ questions come up that you cannot answer, you may want to call 

the toll-free, information number 1-800-342-AIDS or the New York 

State hotline number, 1-800-541-AIDS. 

Special Consideration The methods of transmission are generalized irr this lesson. Because 

some individuals and groups may be involved in drug use and sexual 

activity, consideration should be given to. a review of Lessons 

#27a and #27b if the survey results (See planning section of the 

guide), Orother information, or the Advisory Council recommendations 

suggest additional instruction in AIDS prevention. This could 

be provided individually or through referral. 

Please note that a student may be excused from the methods of prevention 

lessons upon receipt of a written request to a principal from 

a parent or guardian. 

( 

,,- 


and taking actions to prevent or limit their development. 

(pp.28-29) 


and planning £01' developing and maintaining a healthful lifestyle. 

(pp. 38-39) 


51 

'Jr?

Mahopac 398 


Respect for self/awareness and concern for one's own health 

/ (~ 

Re~:~~~~t:~::~~~~~ng the implications of how the AIDS virus ",,) 

( .., 

. .i 

r. 

\ j 

"',-,~- 

52 

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Mahopac 399 

( 

AIDS MYTH-FACT SHEET FOR LESSON #11 

(grades 4-6) 

Place a T in front of those statements that are true and an F in front 

of those statements that are false. 

( 

1. People can get AIDS by being in the same room with a person 

with AIDS. 


3. AIDS is transmitted by sneezing. 

4. A person can get AIDS by giving blood. 

5. AIDS is a communicable disease. 

6. People can get AIDS from sharing a soda. 

7. Community resources are available to help people with 

AIDS. 

8. AIDS is caused by a virus. 

9. AIDS affects the body's immune system. 

(" 

\. 

53 

, ~1[1

Mahopac 400 

Answers to AIDS MYTH-FACT SHEET #11 

ej 

1. False 

2. False 

3. False 

4. False 

5. True 

6. False 

7. True 

8. True 

9. True 

C) 

(~') 

,~-_/ 

54 

GloO 

--~------- --------_.......-':....._-----------_._._.--_._-~----_._-'---_._-_.-

Mahopac 401 

( 

LESSON 11 Grades 4-6 

Objective 

AIDS is a communicable 

disease. 





Know ways AIDS cannot be transmitted. 



Respect for Self: Awareness and concern for one's Own health. 

Reasoning: Understapding the implication of how the AIDS virus 


Motivating Activity The teacher will distribute an AIDS MYTH-FACT SHEET. 

( 


will identify ways that the AIDS virus cannot be transmit- 

Students 

ted: 

• touching, hugging 

• sneezing 

• sharing food 

• using public toilets 

• using public swimming pools 

• sitting next to someone with AIDS 

Effective Communication Students will discuss ways the AIDS virus cannot be transmitted. 

Decision Making Using the AIDS MYTH-FACT SHEET, students will decide in which 

situations the AIDS virus cannot be transmitted. 

Positive Health Behaviors Recognizing how. AIDS cannot be transmitted, students can approach 

their everyday lives with reduced anxiety about AIDS. 

( 

\- 

55 

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Mahopac 402 

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Mahopac 403 

V family Life Education - appreciating the role of the family in 

society in preparing each, member for the responsibilities of family 

membership and adulthood," including marriage and parenthood. 

(pp.26-27) 

IX Safely, First Aid, and Survival - recognizing how safe environments 

promote health and well-being and learning procedures 

to reduce safety risks and respond effectively in emergencies. 

(pp.34-35) 


Réasoning/recognizing potential threats to one's personal privacy 

and safety arid taking appropriate safeguarding actions 

Respect for self! assuring one's right to personal privacy and safety 

( 

'. ¡ .' 

-' 

/ 

" 

57 

~ ...C(OJ

Mahopac 404 


(") 

.'~.,,-_•••7 

Objective 

There are skills to practice that wi1llead to a healthful lifestyle. 

Learner Outcome Demonstrate respect for personal privacy. 


Education 'Iopicts) 




Values Integration Reasoning: Recognizing potential threats to one's personal privacy 

and safety and taking appropriate safeguarding actions. 

Respect for Self: Asserting one's right to personal privacy and safety. 

Motivating Activity The class discusses areas which impact personal privacy and safety: 


ID right to set and uphold personal and physical limits 

• right to express or withhold one's own thoughts and feelings 

• right to protect oneself from possible harm 

The teacher presents the following situation to the class: 

Debbie is 11 years old. Her brother Don walks into the bathroom 

when Debbie is taking a bath. Debbie is uncomfortable. 

(') 

" /' 

Effective Communication Students will discuss why they have the right not to be intruded 

upon or exposed. 

Students will discuss how they would feel if they were Debbie and 

what they would do. 

Students, using puppets, will practice telling Don to stop intruding 

on their privacy. . 

Decision Making Students will decide what they think Debbie should do. 

Students will decide what they would do if they were in the same 

situation or a similar situation. 

58 

Positive Health Behaviors Students will practice self-protecting behaviors which assert their 

right to personal privacy and safety: . 

• setting limits 

o saying no 

-- 

( .. 

,) 

£flit.¡

Mahopac 405 

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Mahopac 406 

LESSON13 Grades 4~6 

(') 

.:» 

Objective 


Learner Outcome Understand the role of personal behavior in disease prevention. 

Comprehensive Health XI Healthful Lifestyles 


Values Integration Respect for Self: Promoting one's individual positive health practices. 

Self-discipline: Personally planning and carrying out good health 

practices. . 

Motivating Activity . Students will develop a personal health prame. 

Identification Each student will develop a personal health prame identifying: 

• immunizations 

• diseases 

• medical conditions 

• injuries 

• surgery 

• height 

• weight 

• medications 

• allergies 

• blood type 

• daily health practices 

Students will identify sources for information, such as: 

• parents, guardians 


• doctor 

• clinic 

( ) 

Effective Communication Students will discuss the relationship between medical information, 

health practices, and one's health prame. 

Students will recognize that some diseases are preventable by immunization. 

(continued on next page) ("~) 

60 

--------- ------------------ 

'la? 

----------------------- --~ .---- .._---_~ .._--_ ..__ ..---------_._--_ ...,._ ...__ .,,-._-_.-

Mahopac 407 

( 

". 


Students will decide which health care practices they as individuals 

need to develop. 

Positive Health Behaviors Students will take personal responsibility for those health practices 

over which they-have control, namely: 

• practicing sound disease prevention habits 

• practicing habits of good nutrition 

• taking appropriate precautions to prevent injuries 

• following doctor's advice 

• taking medication as prescribed 

( 

c 

61 

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Mahopac 408 


r>. 

\,,,.,,) 

Background This lesson introduces and explores risk as possible harm and identifies 

specific risk-taking behaviors such as: 

It smoking 

CI drinking an alcoholic beverage 

• using illegal drugs. 

Before students determine why these activities put one at risk, they 

need to consider why someone would take risks. 

Students need to recognize that most people do not expect harm to 

come from their behaviors. Indeed, individuals say they often take 

risks because such behaviors make them feel: 

., excited 

.. good 

• in control 

Mahopac 409 

( 

Values Integration Reasoníng/consideríng risks taken and the consequences of those 

risks 

Respect for self/identifying risks and resulting consequences of 

those risks 

( 

c 

63 

C(Or

Mahopac 410 

LESSON 14 Grades 4-6 (~) 

''';'''""..: 

Objective 


Learner Outcome Understand the concept of risk and the consequences of risk-taking 

behaviors. . . 




Values Integration Reasoning: Consider risks taken and the consequences of those 

risks. 

Respect for Self: Identifying risks and resulting consequences to 

self. 

Motivating Activity The class will discuss: 

• what risk is 

• why individuals 

take risks 

Identification Students will define risk and identify some risk-taking behaviors: 

() 

• smoking 

• drinking an alcoholic beverage 

• using illegal drugs 

Effective Communication Students will discuss: 

• why someone would do these things 

• what might happen as a result of these actions 

- short-term consequences 

-long-term consequences 

Decision Making Students will identify positive alternative behaviors for each of the 

situations. 

Students will evaluate alternatives and recognize which ones best 

promote positive outcomes. 

Positive Health Behaviors Students will recognize the consequences of risk-taking behaviors 

and avoid practices such as: 

• smoking 

• drinking an alcoholic beverage 

• using illegal drugs 

(. _/'j 

64 

o/A?

Mahopac 411 

( 

Teacher Notes on Leseon 15 

IJlJ:ckground This lesson helps students torecognize that, they are able to assume 

responsibilities in their relationships at hamel with friends I and in 

school. They will also learn that everyone does ..not have the same 

responsibilities l but each has some responsibility. 'Those responsibilities 

we have for ourselves and for others must be defined and 

practiced from the earliest ages . . 

Students will recognize that their responsibilities to family, to 

school, and to friends will be different and changing, but responsibilities¡ 

nonetheless. 

Special Coneiderations 

In homes where there is chronic or acute illness or disability, students 

may need help in handling their responsibilities and their feelings 

about such responsibilities. You may need to use the district 

referral system iri some situations or helpstudents to recognize community 

resources that exist to assist families. 

c 

Syllabus Connection V Family Life Education, - appreciating the role of the family in 

society in preparing each member for the responsíbíütíee of family 

membership and adulthood. including marriage and parenthood. 

(pp.26-27) 

X CommunityHealth - understanding the importance of developing 



(pp. 36-37) . 

Values Integration Respect for others/responsibilities to family and friends 

Respect for self/feeling good about helping others 

c 

65 

cctf

Mahopac 412 

LESSON 15 

Grades4-6 

.: ., ..-.•...- 

Objective 






Practice the responsibilities involved with families, friends, and 

school. 



Respect for Others: Responsibilities 

to family and friends. 

Respect for Self: Feeling good about helping others. 

Motivating Activity Students will make three charts that denote responsibilities of students 

at home, with friends, and at school. 

Identification Students will identify their responsibilities to: 

• family 

• friends 

(I school 

() 

they have when a fam- 

Students will identify special responsibilities 

ily member or friend becomes ill or disabled. 

Effective Communication Students will discuss how their responsibilities differ among family, 

friends, and school and how carrying out these responsibilities differ 

from student to student. 

Decision Making Students will decide which responsibilities they can handle on their 

own. 

Students will decide ways they can get help, if necessary, to fulfill 

their responsibilities. 

Positive Health Behaviors Students will carry out responsibilities they have identified. 

66 

( '\ 

'- j 

9'/øZ

Mahopac 413 

( Teacher Notes on Lesson16 

Background This lesson helps students to become aware of the support systems 

that already exist for them within the family! with friends! and 

within the school. Students are given the opportunity to personalize 

their support systems as they identify specific persons whom they 

can call upon. The lesson describes three possible situations in 

which such help would be appropriate tause. Allowing students to 

describe some' of their own situations and where to go for help gives 

this lesson a meaningful focus for students. 

( 

Syllabus Connection V Family Life Education - appreciate the role of the family in society 

in preparing each member for the responsibilities of family membership 

and adulthood! including marriage and parenthood. 

(pp. 26-2'7) 




(pp. 36-37) 

Values Integration Respect for others/fostering family! friendship! and school support 

systems 

Respect for self/seeking help from individuals who are able to provide 

assistance 

Reasoning/choosing appropriate help 

( 

67 

1tj

Mahopac 414 


C"') 

Objective 


Learner Outcome Recognize the help and support that family, friends, and school can 

provide. 


Education 'Iopícte) 



Values Integration Respect for Others: Fostering family, friendship, and school support 

systems. 

who are able to pro- 

Respect for Self: Seeking help from individuals 

vide assistance. 


Motivating Activity Students will brainstorm ways in which they might need help from 

others. 

Identification Students will identify family members, friends, and school personnel 

who can help them: 

CIl parents 

(jJ relatives 

• close friends 

• neighbors 

• teachers 

• school nurse/social 

• principal 

worker 

( ''- ') 

'" ./ 

Effective Communication Students will discuss possible helpers in these situations: 


2. Sandy is concerned about the headache she keeps getting. 


Decision Making Students will decide what situations require the help of others. 

Students 

decide who would be most helpful in that situation. 

Positive Health Behaviors Students will use those helpers they have identified. 

( ") 

-, ,,/ 

68 

'T/y

Mahopac 415 

c 


Background Students should be able to identify and use resources for accurate 

information about AIDS. Lessons #26 and #35 deal with aspects of 

identifying and using information. ' 

Information about AIDS is changing daily. Students will need some 

criteria for determining the accuracy of theinformation they get. 

Such criteria might include: 

• qualifications of writer/speaker 

• .source of information 

• currency of information 

• how thisinformation compares with other information. 

You may want to review for yourself the Appendix section on "Current 

Information on AIDS:' as you help students to determine the 

accuracy of the information they collect and as you select appropriate 

community representatives to speak to the class. 

( 




(pp. 36-37) , 

Values Integration Respect for others/fostering family and community support systems 

Respect for self/seeking help from groups or individuals who are 

able to provide assistance 

Reasoning/choosing appropriate help 

r - 

Mahopac 416 

LESSON 17 Grades 4-6 (~) 

Objective 



Education 'Iopicís) 


There are community resources for information, help, and counseling. 

Locate school/community resources for AIDS information. 


Respect for Others: Fostering family and community support systems. 

Respect for Self: Seeking help from groups who are able to provide 

assistance. 


Motivating Activity Students will investigate community and school agencies that pro- (.. ·"/1 

vide information about AIDS. 




Students will identify resources within the school and community 

where they can get information on AIDS: 

III teacher 

~ library 


ø doctor 

• media 

• community resource agencies 

• religious representative 

III clinic 

Speakers from community resource agencies will visit the class and 

identify the services and resources they provide with regard to 

AIDS. 

Students will decide where to get accurate AIDS information. 


Students will use school and community resources, as appropriate. 

(O) 

70 

7"1'~

Mahopac 417 

c 


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Background Lesson #18 is a prevention lesson relating to drug transmission of 

AIDS. 

In this lesson, students will develop a drawing or poster to help others 

understand how the AIDS virus can be transmitted by illegal intravenous 

drug use. Students must recognize what risk means, 

what it is to take a risk; and that intravenous drug use: 

( 

• is illegal 

• puts them at risk for exposure to AIDS (HIV). 

Sharing needles and syringes/works puts individuals at risk because 

the AIDS virus (HIV) can be transmitted by infected blood that remains 

on the needle and can be passed from user to user. Having 

become infected with the AIDS virus, the individual may develop 

ARC or AIDS. 

If an individual is sharing IV drugs and is infected, he/she is probably 

spreading the infection to others. Regardless of how the individ- 

.ual became infected with the AIDS virus, the individual who has 

been infected can spread it to others through his/her infected blood. 

In order to break the transfer of infection,. the individual would need 

to: 

• abstain from illegal use of drugs 

• get help for IV drug problems 

• refrain from sharing needles and works. 

Special Considerations This lesson also provides an opportunity to discuss other drugs in 

relation to AIDS.· For example, alcohol use may be considered in 

terms of its weakening effect on the immune system, making one 

more susceptible to the AIDS virus. Alcohol use may also be considered 

in terms of its effect on the nervous system, causing altered 

judgment and permitting individuals to behave in ways that may not 

reflect their true values. Students need to understand that all alcohol 

can have this effect, whether beer, mixed drinks, wine coolers, etc. 

( 

\, 


Addiction - Habitual use of a substance (like IV drugs) and inability 

to stop the craving for such a substance. 

AIDS - The initials for the disease "Acquired Immune Deficiency 

Syndrome:' A disease caused by a virus which breaks down the 


and cancer. 


71 

er/7

Mahopac 418 


the body's immune system, making infected people vul- ('-') 

nerable tofatal infections, cancer, and neurological disorders. 'o~ 

Illegal drugs - Drugs that are not obtained through 

for legitimate medical purposes. 

legal means or 

Intravenous drugs - Drugs that are administered through a needle 

and syringe and injected directly into a vein and thus into the 

bloodstream. 

Needles and works - Devices used to prepare and inject drugs directly 

into the vein and thus into the bloodstream. 

Opportunistic infection -- An infection caused by a microorganism 


Risk factor - Activity that makes a person more susceptible or more 

likely to be exposed to the AIDS virus (HIV). 

Transmission 

another. 

- The passing of infectious agents from one person to 

Syllabus Connections 




(pp.28-29) 

VIn Alcohol, Tobacco, and Other Drug Substances - understand- ( ') 

ing the factors involved in using drug substances appropriately and ' .. 

preventing abuse. (pp. 32-33) 

Respect for self! avoiding behaviors that put one at risk to exposure 

to the AIDS virus 

Respect for others/ avoiding behaviors which can result in the transfer 

of the AIDS virus to another person 

Self-discipline/abstaining 

from drug use despite pressures 

C'J 

, ..j 

72 

'Ilrf

Mahopac 419 

( LESSON18 Grades 4-6 

Objective There are methods of prevention for AIDS. 

Learner Outcome Understand how abstinence from illegal drug use can prevent the 


Comprehensive 

Education 

Health 

Topic(s) 



Values Integration Respect for Self: Avoiding behaviors which put one at risk to exposure 

to the AIDS virus. 

Respect for Others: Avoiding behaviors which can result in the transfer 

of the AIDS virus to another person. 

Self-discipline: Abstaining from illegal druguse 


c 

Motivating Activity Students will create a drawing/poster of how the AIDS virus can be 

transmitted by illegal intravenous drug use. 

Identification Students will identify drug practices that put a person at risk to be 

exposed to the AIDS virus. 

Effective Communication Students will discuss why people might use illegal drugs and the 

advantages to abstaining from illegal drug use. 

Students will discuss how illegal drug practices increase the risk of 

exposure to the AIDS virus. 


Students will decide what actions a person could take to avoid illegal 

drug use. 

Positive Health Behaviors Students will practice positive health behaviors to remove themselves 

from the possibility of exposure to the AIDS virus, such as: 

• resisting peer pressure 

• abstaining from illegal drug use " 

• participating in activities that enhance self-respect and 

self-concept 

• seeking help for problems or concerns 

( 

73 

CfIP

Mahopac 420 

~ PATTERN OF LESSON DEVELOPMENT - GRADES 7-8 

Lesson development in grades 7-8 is structured around four objectives: 

• There are some diseases that are communicable diseases.· 


• There are skills to practice that will lead to a healthful lifestyle. 



The.pattern of lesson development identifies the learner outcomes as follows: . 

Communicable 

Disease/AIDS 

Healthful Lifestyle Community Resources AIDS Prevention 

#19 Know that a person can 

transmit the AIDS virus even if 

he!she looks healthy 

#20 Know the ways the AIDS virus 

can and cannot be transmitted 

#21 Identify behaviors that do not 

.put a person at risk for the 

AIDSvirus 

#22 Show an appreciation for one's 

own uniqueness and the 

uniqueness of others 

#23 Practice skills in saying no 

#24 Understand the impact of AIDS 

on the family 

#25 Recognize the influences of 

media messages 

#26 Find and use available AIDS 

resources in the community 

#27a Understand how abstinence 

from illegal intravenous (IV) 

drug use can prevent the 

transmission of the AIDS virus 

#27b Understand how abstinence 

from sexual activity can 

prevent the transmission of 

the AIDS virus 

Instruction at this level focuses on practicing those skills and behaviors which promote respect and appreciation for self and others, namely: 

acceptance of self, acceptance of others, resisting pressure, saying no, abstaining from illegal drug use, and abstaining from sexual intercourse. Itis at 

this level that a more concentrated AIDS instruction focus begins through identification of behaviors associated with AIDS transmission, moves to 

knowledge of available AIDS resources within the community and to compassionate sensitivity toward persons with AIDS, and provides special 

emphasis on abstinence as the surest way to prevent transmission of the AIDS virus. 

Lessons #27a and #27b constitute the prevention component of this cluster. While both stress abstinence, #27a focuses on illegal drug use while 

#27b targets abstinence from sexual activity with a discussion in Teacher Notes of prevention strategies needed for those who have concerns related 

to sexual activity. 

The lessons provide a framework for addressing AIDS instruction at the secondary level according to Commissioner's Regulations. The Regulations 

at the secondary level (7-8) require AIDS instruction as part of the required health education course at this level. Instruction needs to provide 

accurate information concerning the nature of the disease, methods of transmission, and methods of prevention stressing abstinence as the most 

appropriate and effective premarital protection against AIDS. Instruction also needs to be age-appropriate and consistent with community values. 

Please note that a student may be excused from the methods of prevention classes upon receipt of a written request to the principal from a parent or 

guardian. 

Coordination and correlation with the existing 7-8 health education course is essential to determine how the learner outcomes for AIDS instruction 

define, duplicate, or enhance the overall health education program at this grade-level cluster. 

~ ~~ r>. 

.~ 

~ 

/"..,-....\ 

Mahopac 421 


~m*m~:V*lt.%t.tWff%'Q~..Œf..g%w...*&1_'Wi

Mahopac 422 

Incubation period - The time interval between invasion by an infec- 

. tious agent and appearance of the first sign or symptom of the (.~, 

disease in question. \.~) 


vessel walls. It usually appears as blue-violet to brownish 




Pneumocystis caríníí pneumonia - The most common lifethreatening 

opportunistic infection diagnosed in AIDS patients. 

It is caused by a parasite, Pneumocystiscarinii. 

Spectrum - A range of factors associated with HIV infection or a 

range of outcomes. 





(pp.28-29) 

Reasoning/understanding the spectrum of infection of the AIDS 

virus 

C"") 

(') 

76 

c¡~~

Mahopac 423 

( 


ASYMPTOMATIC 

External Signs - No symptoms - 

. ARC 

AIDS RELATED 

COMPLEX 

AIDS 

Fever - Kaposi's 

- Looks well Night sweats sarcoma 

• Swollen lymph .- Pneumocystis 

glands 

carinii 

Weight loss pneumonia and 

Diarrhea other. 

Minor ínfec- opportunistic 

- 

tions 

infections 

• Fatigue 

- Neurological 

disorders 

-: 

l. 

Incubation • Invasion of -Several months 

- Several 



Internal Level - Antibodies are 

- Antibodies are • Immune system 

of Infection 

- 

produced produced deficient 

Immune system - Immune system • Positive 


• Positive 

- Positíve 

antibody test 

antibody test 

Possible to • Yes - Yes - Yes 

Transmit HIV 

( 

77 

t¡~:3

Mahopac 424 

LESSON 1.9 Grades 7-8 

() 

Objective AIDS is a communicable disease. 


Know that a person can transmit the AIDS virus even if he/she looks 

healthy. 

Comprehensive Health VI Diseases and Disorders 


Values Integration Reasoning: Understanding the spectrum of infection of the AIDS 

virus. 

Motivating Activity The teacher will distribute this "Dear Sam" letter to each student: 

Dear Sam: 

What is the AIDS virus? What does it mean when someone has the 

AIDS virus ... ? All the TV and news stories are confusing me. 

CONCERNED 

(O) 

Identification The teacher will draw the AIDS virus (HIV) spectrum on the board 

with three stages: 

• asymptomatic 

• ARC 

• AIDS 

Students will identify internal and external signs of the disease for 

each of the three stages. 

Effective Communication Students will compose a response to CONCERNED's letter. 

Decision Making Students will decide how CONCERNED should be answered. 

Positive Health Behaviors Students will know that a person can transmit the AIDS virus 

whether he/she looks healthy or ill. 

( ) 

78 

O/~(f

Mahopac 425 

- 

( 


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c 

Background 

Special Considerations 


For this activity we have used the term "the AIDS virus" to help the 

students relate to what they read and hear about AIDS. The more 

accurate designation is that Human Immunodeficiency Virus (HIV) 

is the transmitter of the disease AIDS. 

A true-false quiz is used to clarify information students have or 

should have, This quiz is repeated in increasingly complex form 

through grades 4-12. Itis important for you to review regularly accurate, 

up-ta-date information stressing especially the ways AIDS is 

and is not transmitted. Correcting misinformation can reduce the 

fears that could get in the way of practicing skills that will protect 

oneself, and others, frornAll.ïß. You will probably want to refer to 

the Appendix section on "Current Information on AIDS" of this 

guide or call the toll-free information number, 1-800-342-AIDS, or 

the New York State hotline, 1-800-541-AIDS, to provide yourself with 

the latest information about AIDS. ' 

Adapt the "AIDS MYTH-FACT SHEET" to suitthe needs of your students 

and distribute to each student. Have students respond to each 

statement and correct their own mistakes: The lesson allows for correction 

of misinformation during a discussion of student responses. 

An answer sheet is included for your convenience. 

While good health practices do not include. sharing makeup and 

towels, the information is included to stress ways AIDS is not transmitted. 

This is also an opportunity to reinforce that sitting next to a 

student with AIDS does not put one atrisk because the AIDS virus is 

not transmitted by casual contact. . '. 

Information on sexual intercourse-fnaybe introduced in this lesson. 

Because the knowledge level about human reproduction varies according 

to local curriculum and the knowledge of individual students, 

the lesson should be adjusted to insure thatthe information 

presented and the student's preparation for the lesson match. Adjustments 

in the lesson or prerequisite lessons may be necessary . 

.VI Diseases and Disorders - understanding diseases and disorders 


(pp.28-29) 


Respect for self! awareness and concern for one's own health 

r 

"- 

Reasoning/understanding 

the pröcess of AIDS transmission 

79 

tf¡V-

Mahopac 426 

AIDS MYTH-FACT SHEET ¡=lORLESSON #20 

(grades 7-8) 

(=) 

Put a T in front of each statement that is true and an F in front of 

each statement that is false. 

1. The AIDS virus is only transmitted through infected semen 

and infected blood. . 

2. The AIDS virus is transmitted by hugging and kissing. 

3. AIDS is a disease that can be transmitted in a limited number 

of ways. 

4. People can look and feel healthy and still transmit the AIDS 

virus. 

5. People who shoot drugs and share needles can get AIDS. 


7. Women can transmit the AIDS virus. 

8. Everyone who engages in sexual intercourse is at risk for 

AIDS if an infected partner is involved. 



11. There are national and State toll-free, telephone hotlines that 

provide AIDS information. \ 

() 

80 

() 

'-f!).l,;

Mahopac 427 

( 

Answers to AIDS MYTH~FACTSHEET #20 

1. False 

2. False 

3. True 

4. True 

5. True , 

6. False 

7. True 

8. True 

9. False 

10. False 

c. 11. True 

The U.S. Public Health Service 24-hour AIDS national hotline 

phone number is: 1-800-342-AIDS. The New York State hotline 

phone number is: 1-800-541-AIDS. 

( 

81 

Lfa1

Mahopac 428 

Lesson 20 Grades 7-8 

(~) 

Objective 



Education Topicís) 


Know ways the AIDS virus can and cannot be transmitted. 


Values Integration Reasoning: Understanding the process of AIDS transmission. 

Respect-for Self: Awareness and concern for one's own health. 





The teacher will distribute the AIDS MYTH-FACTSHEET. 

Students will identify the ways that the AIDS virus can be transmitted: 

II sharing needles (IV drug use) 

• sexual intercourse with an infected partner 

• infected mother to unborn baby 

@ transfusion of infectious blood or blood fractions 

Students will identify ways that the AIDS virus cannot be transmitted: 

• sneezing 

• sharing makeup, towels 

• using public toilets 

• using swimming pools 

• eating at a restaurant 

• being in the same class with someone who has AIDS 

Students will discuss ways the AIDS virus can and cannot be transmitted. 

Using the AIDS MYTH-FACTSHEET, students will decide under 

which circumstances the AIDS virus can be transmitted. 

Positive Health Behaviors Students will understand the ways the AIDS virus can be transmitted. 

Students will recognize the ways that the AIDS virus cannot be 

transmitted. 

( ) 

82 

rh

Mahopac 429 

( 


W1.W

Mahopac 430 

information humber, 1-800-342-AIDS, or the New York State information 

number, 1-800-541-AIDS, prior to starting this lesson. 






and taking actions to prevent orto limit their development. 

(pp.28-29) 

(~) 

Values Integration Reasoning/considering risks and the consequences of choices; distinguishing 

between myths and fads 

Respect for others/showing care, understanding, and compassion 

for others 

.: 

(·'1 

./ 

84 

t¡JI

Mahopac 431 

( 

LESSON21 Grades 7-8 




Education Topícïs) 

Identify behaviors that do not put a person at risk for the AIDS virus. 

UEmotional Health 


Values Integration Reasoning: Considering risks and the consequences of choices¡ distinguishing 

between myths and facts. 

Respect for Others: Showing care, understanding, 

for others. 

and compassion 

c 

Motivating Activity The teacher will present students with the following situation: 

Your best friend has just returned from the hospital after being diagnosed 

with AIDS and has invited you to dinner at her/his home. 

What should you do? 

Identification Students will identify what a risk is and brainstorm a list of risks and 

concerns in this situation. 

The teacher and class will distinguish between myths and facts, as 

they discuss the list of risks. 

Effective Communication Students will discuss reasons why they would or would not go to 

dinner. 

Students will role-play several possible responses and then reverse 

roles. 

Students 

will discuss this at home. 


Students will decide whether or not to go to dinner in this hypothetical 

situation. 

.: 

\. 

Positive Health Behaviors Students will gain confidence to participate in activities that do not 

put them at risk. . 

Students will behave in ways that demonstrate care and sensitivity 

toward persons with AIDS. 

85 

Cf'J/

Mahopac 432 


(~) 

Background 

This lesson explores the "inside" and "outside" of persons in order 

to build respect and appreciation for the feelings-the "inside" as 

well as what may be outwardly expressed by another. The lesson 

requires sensitivity on your part. In this activity students use containers 

to represent how they perceive themselves and who they are. 

Students will select pictures that represent how others might see 

them to be attached to the outside of the container and others that 

show "who they are" to be placed inside the container. In some 

schools/ you may have to provide materials for the students to take 

home to work with. On the outside of the container students may 

include pictures or objects which represent: 

CI appearance 

I\) activities 

e favorite characters. 

The inside of the container would include pictures or objects which 

represent: 

'" feelings 

• attitudes 

• wishes/dreams 

'" personal qualities. 

In Effective Communication students are given the opportunity' to 

share the significance of one "outside" and one "inside" piece in 

small groups. No student should be forced to explain the inside contents 

to another. The key to this lesson is helping students to recognize 

their uniqueness. Realizing and affirming one's own attributes/ 

internal and external/ can help to develop self-knowledge and selfesteem. 

Students may also want to discuss the similarities and differences 

between one's "inside" and one's "outside." These understandings 

help the student to gain an awareness of self that aids in 

self-appreciation, as a prerequisite for positive health behaviors that 

uphold one's sense of self. 

It is as important for each student to recognize that his/her "inside" 

may look different from his/her" outside" as it is to recognize it about 

other students. Realizing and affirming one's own attributes/ internal 

and external, can help to develop self-knowledge and selfesteem. 

These understandings help the student focus on behaviors 

that help to reduce risk. 

( 'OJ 

86 

(continued 

on next page) 

(' 

,,-) 

t.¡" J ~

Mahopac 433 

( 


and understanding thecharacteristics and natural progression of development 

in the life cyele for taking actions that promote health at 



reactions, social relationships, and health for establishing pat-· 

terns of behavior that promote emotional health and sound interpersonal 





(pp.26-27) 

Values Integration Respect for self/appreciation for one's self and one's uniqueness 

Respect for others! acceptance and appreciation for the uniqueness 

of others 

( 

c- 

87 

V31

Mahopac 434 


r">. 

\,_ ..) 

Objective 

There are skills to practice that wiIllead to a healthful lifestyle. 

Learner Outcome Show an appreciation for one's uniqueness and the uniqueness of 

others. 






Values Integration Respect för Self: Appreciation for one's self and one's uniqueness. 

Respect for Others: Acceptance and appreciation 

of others. 

for the uniqueness 

Motivating Activity With a container for each student and a large selection of magazines, 

students will select pictures, words, or images that represent how (\¡ 

others might see them from the "outside" (appearance, activities, 

"favorite characters") and paste them on the outside of the container. 

In the same fashion, students will select pictures, etc. that represent 

how they view themselves from within (feelings, dreams, wishes, 

personal qualities) and place them inside the container. 


Each student will identify which characteristics on the outside of the 

container match those on the inside. 

Effective Communication In small groups, students will have the opportunity to share one 

"outside" and one "inside" piece and discuss the significance of each 

choice. 

Decision Making Students will decide which pictures represent their "outside" and 

which represent their "inside." 

Students may decide whether or not to share their "insides" with 

others. 

Students will decide whether most other students' "insides" match 

their "outsides:' 

(continued on next page) e) 

88 

'I1r·

Mahopac 435 

c 

Positive Health Behaviors Students will practice behaviors that recognize and respect the "insides" 

as well as the "outsides" of themselves and others, such as: 

CI acceptance of self 

• sharing self-awareness 

• listening to self and others 

• understanding and acceptance of others 

(.. 

.- 

/. 

\. 

89 

l('JS"'

Mahopac 436 


•• 

Background Dealing with peer pressure is an important aspect of adolescent development. 

Understanding the feelings generated by such pressure, 

and the reasons behind the pressures, can help students identify 

words and actions that they can use to resist those pressures that are 

often contrary to their own values. Students can learn to clearly say 

no. 

Students need opportunities to practice the skills that will lead to a 

healthful lifestyle. Guided opportunities such as this lesson allow 

for exploring how one puts pressure on others as well as how one 

can respond to pressures and say no. In order for all the students to 

have the opportunity to practice skills leading to resisting pressure, 

it is helpful to conduct the Effective Communication portion of this 

lesson in groups of three students. Designate the role of "pressurer:' 

"responder:' and "observer" among members of the group-and rotate 

these roles in each situation. Allow students to role-play for 

three minutes; then discuss reactions of each participant with the 

whole class. Put feelings and reactions on the board. 



in the life cycle for taking actions that promote health at 









(pp.26-27) 

( 

" 

, ) 

Values Integration Respect for self/behaving in accordance with one's values and beliefs 

Respect for others/acceptance and appreciation for the values and 

beliefs of others 

Reasoning/thinking 

Self-discipline/saying 

for oneself 

no 

( 

90 

9'f~

" 

Mahopac 437 

( LESSON 23 Grades 7-8 

Objective 



Practice skills in saying no. 

Comprehensive. 

Education 

Health 

Topic(s) 


II EmotionalHealth " 



Respect for Self: Behaving in accordance with one's values and beliefs. 

Respeerfor Others: Acceptance and appreciation for the values and 

beliefs of others. 


Self-discipline: Saying no. 

c Motivating Activity Role-play: 

The teacher will ask ,two volunteers to leave the room. The teacher 

willthen prompt the class to play a group role in which they pretend 

they are at afriend's house and urge the volunteer students to have a 

drink. 

The volunteers, 

The volunteers 

Identification Students will identify: 

while outside, are told to resist the class's urgings. 

are brought back into the classroom. 

., actions and words used by class to urge volunteers to drink 

• .actions and words used by volunteers to say no 

Students 

will identify: 

• feelings of class as they continued to urge volunteers to drink 

• feelings of volunteers as class continued to urge volunteers to 

drink 

( 


After large-group activity of role-playing, the class will discuss reactians. 

Then the class will be broken up into triads with two situations 

to role-play: 

1. Your best friend is pressuring you to try a drug and you don't 

want to. 


91 

'137

Mahopac 438 

2. Your boyfriend or girlfriend is pressuring you to have sex and 

you don't want to. 

The teacher will ask students 

to discuss the following: 

• How did you feel when you were pressuring your friend? 

• How did you feel when you were being pressured? 

• What did you do or say to handle the pressure? 

/~-~ .......~ 

\ ) 

Decision Making Students will take turns in role-playing and decide what behaviors 

were successful in order to resist pressure. 

Positive Health Behaviors Students will recognize how they themselves pressure others to do 

things they may not wish to do and how to stop that behavior. 

Students will resist the pressures of others when they are asked to 

do things they don't want to do, by actions and words that clearly say 

no. 

" '-. 

~,i 

C,~l 

92 

'1fP

Mahopac 439 


c 

c 

Background In this lesson; a "Dear Saml/letter provides an opening to explore 

the impact of AIDS on the family. The lesson should deal with the 

personal impact as well as the availability, of support services and 

information in the community. You may want to consider the impact 

of AIDS if the sister is younger than 13 years of age. Would the respo~ses 

be different if the AIDS patient IS an older sister? How? 

With your help/ students should be able to identify some of the physical, 

emotional, and family concerns and needs that AIDS may 

present. Students with experience in caring for acutely ill/ chronically 

ill/ or disabled persons at home may help to generate some of 

the responses. This may help to focus on feelings of fear/ denial/ anger/ 

and acceptance on the part of the person with AIDS and the 

family/ and the importance of maintaining positive social behaviors 

with persons with AIDS. 

You may want to review some of the resources available in your community/ 

such as health care systems/ social and human service agencies/ 

and support groups. Lessons #26 and #35 in the present guide 

also deal with some of these concerns. 

The school library may have books that respond to the feelings and 

issues raised here/ or a guidance counselor or school psychologist 

may speak to students. 


reactions/ social relationships/ and health for establishing patterns 





membership and adulthood/ including marriage and parenthood. 

(pp.26-27) 



(pp.28-29) 




(pp. 36-37) 


93 

'{Jf

Mahopac 440 


Respect for others/responsibilities to one's family; compassion, 

showing care and understanding 

Respect for self! asking for help from groups who are able to provide 

assistance 

(") 

,..~- 

(') 

94 

.: 

t¡C-lp

Mahopac 441 

c LESSON24 Grades 7-8 

Objective 

Leamer Outcome 





. Understand the impact of AIDS on the family. 

II Emotional H,eàlth 




Respect for Others: Responsibilities to one's family; compassion, 

showing care and understanding. 

Respect for Self: Asking for help from groups that are able to provide 

assistance. . 

c 

Motivating Activity The teacher will present students with the following letter: 

Dear Sam: 

My sister was just diagnosed as having AIDS. She will be home from 

the hospital next week. 

I am 13 years old. What can my family do to help her? 

WORRIED 



Students 

will identify: 

• physical concerns and needs 

• emotional concerns and needs 

• family concerns and needs 

Students 

will discuss roles of various family members: 

• parents, guardians 

e siblings 

II relatives 

Students will discuss community resources that the family can use: 

( 

• friends 

• school 

III religious organization 

• community organization 

(continued 

on next page) 

95 

lfC,l/

Mahopac 442 


Students will decide how family members can help one another and 

the person with AIDS. ("~) 

"-...,,.,., 

Positive Health Behaviors Students will understand the impact of AIDS, and the importance of 

maintaining positive social behaviors with persons with AIDS: . 

• sharing family responsibilities to support the person 

• spending time together with the person 

• including the person in activities 

• being attentive and sensitive to the person's needs and concerns 

Students will recognize that there are community resources available. 

( 'î 

',... 

." 

96 

t.¡'f~

Mahopac 443 

,- 

( 


Background . Advertisements and commercials targeted at teenagers influence 

teenage attitudes and behaviors. In this lesson students identify the 

. words and imagescreated to communicate messages that go beyond 

the product and may influence their sexual attitudes. 

The goal is to heighten students' awareness and aid them in recognizing 

all the messages they encounter. It is for this reason that the 

decision-making component of the lesson is the key. Students need 

to recognize how media messages influence their personal behavior 

and attitudes. In becoming aware of the effects these influences have 

on them, students need guidance in clarifying their own thoughts 

and feelings with regard to their sense of self with special emphasis 

on the sexual messages they receive. Students will then be better 

equipped to resist negative influences. 

( 

Syllabus Connection V Family Life Education - appreciating the role of the family in 



(pp. 26~27) 


and planning for developing and maintaining a healthful lifestyle. 

(pp.38-39) 

Values Integration Reasoning/recognizing the impact of direct and subtle media messages 

Respect for self/awareness and concern for one's sexuality as an in- 

.gredient of personal dignity 

Respect for others/ awareness and concern for the sexuality of others 

as an ingredient of their personal dignity 

(- 

97 

qc.¡J

Mahopac 444 

LESSON 25 Grades 7-8 () 

Objective 



Education TopÏIC(s) 


There are skills to practice which lead to a healthful lifestyle. 

Recognize the influences of media messages. 



Reasoning: Recognizing the impact of direct and subtle media messages. 

Respect for Self: Awareness and concern for one's sexuality as an 

ingredient of personal dignity. 

Respect for Others: Awareness and concern for the sexuality of others 

as an ingredient of their personal dignity. 

Motivating Activity Students will bring in advertisements and identify commercials with ('_ -, 

which they are familiar. ) 


With teacher, students will identify some media messages about sex, 

such as: 

(If 

casual sex is OK 

fli social relationships always seem to have a sexual component 

fli many things are described in sexual terms to make them attractive: 

-cars are "racy:'''seductive'' 

-"Nothinggets between me and my jeans" 

Effective Communication Students will discuss, in small groups, which advertisements rely 

on words to communicate their sexual message and which rely on 

pictures. 

Decision Making Students will decide which ads rely on words and which on pictures, 

and they will create two bulletin boards which reflect these 

advertising methods. 

Students will decide how these messages influence them. 

(continued on next page) ( 

98 

'Y~r

Mahopac 445 

( 

Positive Health Behaviors Students will recognize and accept their own values. 

Students will be able to feel confident about their beliefs. 

Students will be sensitive to media messages. 

Students will behave in ways that demonstrate their understanding 

that advertising images do not always reflect positive health behaviors. 

c_ 

c 

99 

Cf"f5

Mahopac 446 


(-') 

':.. .........- 

Background Besides having an opportunity to do independent research, students 

williearn about school and community resources for providing 

current, accurate information about AIDS in this lesson. 

Before assigning groups of students to research particular types of 

community organizations, an analysis of the different perspectives 

each research tool might hold would be useful. Looking at the way 

the same piece of information is handled by different newspapers, 

magazines, public health agencies, community-based AIDS agencies, 

religious groups, the American Red Cross, etc. may help students 

to identify informational bias, partial information, or inaccurate 

information. 

For your own information, you may want to review the Appendix 

entitled "Current Information on AIDS" or call the toll-free information 

number, 1-800-342-AIDS or the New York State hotline, 

1-800-541-AIDS, to provide yourself with the latest information. 

Students' AIDS research can be conducted through: 

It newspapers 

iii magazines 

• libraries 

Il drug abuse centers 

ti local chapter of American Red Cross 

.. local county public health agency 

,. religious groups 

I» regional AIDS centers. 

The teacher may wish to select some particular problems, 

such as: 

.. getting general information on AIDS 

,. getting a confidential blood test 

• receiving health care for symptoms related to AIDS and ARC 

il getting statistics on AIDS (current and projected) 

il getting support for dealing with a family member with AIDS 

.. getting information on opportunistic infections 

• getting information on IV drug abuse problems. 

As in any open-ended activities, please exercise caution about appropriateness 

of materials brought into the classroom. 

(') 





(pp. 36-37). 


( 

100 

'fC¡/'

Mahopac 447 

( 

Values Integration Reasoning/identify appropriate community supports 

Respect for self/responsibility to make oneself aware of threats to 

health and community resources that can help 

( 

(' 

\. 

101 

LfcJ1

Mahopac 448 


( .., 

•• 

Objective 

learner Outcome 




There are community resources for information, help, and counseling. 

Tofind and use available AIDS resources in the community. 


Reasoning: Identifying appropriate community supports. 

Respect for SeH: Responsibility to make oneself aware of threats to 

health and community resources that can help. 

----- .._------_._---------------------------_.- 



Students will do research on an agency that provides information 

about AIDS or on an agency that provides help and support for a 

person with AIDS. 

Students will identify information and available services. 

C) 



Students will share information gathered with class. 

Students will review the best sources for obtaining accurate, reliable, 

current information about AIDS. 


Students will know where and how to obtain current, reliable AIDS 

information. 

("\ 

\._/ 

¡ 

102 

r'lf?

Mahopac 449 

( 

Teacher Notes on Lesson 27a 

( 

Background Lesson #27a is a prevention lesson, designed to be taught as a twopart 

Iesson, #27a relating to drug transmission of AIDS and #27b 

relating to sexual transmission of AIDS. 

In this lesson, students will create a cartoon to help others understand 

how the AIDS virus can be transmitted by illegal intravenous 

drug use. Students must recognize what risk means, what it is to 

take a risk, and that intravenous drug use: 


• puts them at risk for exposure to AIDS (HIV). 

Sharing needles and syringes/works puts individuals at risk because 

the AIDS virus (HIV) can be transmitted by infected blood that remains 

on the needle and can be passed from user to user. Having 

become infected with the AIDS virus, the individual may develop 

ARC or AIDS. 

1£ an individual is sharing IV drugs and is infected, he/she is probably 

spreading the infection to others. Regardless of how the individual 

became infected with the AIDS virus, the individual who has 

been infected can spread it to others through his/her infected blood, 

infected semen, or infected vaginal secretions. 

In order to break the transfer of infection, the individual would need 

to: 


• get help for IV drug problems 

• refrain from sharing needles and works. 

Special Considerations This lesson also provides an opportunity to discuss other drugs in 

relation to AIDS. For example, alcohol use may be considered in 

terms of its weakening effect on the immune system, making one 

more susceptible to the AIDS virus. Alcohol use may also be considered 

in terms of its effect on the nervous system, causing altered 

judgment and permitting individuals to behave in ways that may not 

reflect their true values. Students need to understand that all alcohol 

can have this effect, whether beer, mixed drinks I wine coolers, etc. 

(- 

\,. 

Teacher Vocabulary Addiction - Habitual use of a substance (like IV drugs) and inability 

to stop the craving for such a substance. 

AIDS - The initials for the disease IAcquired Immune Deficiency 

Syndrome," A disease caused by a virus which breaks down the 


103 

(.(1{ f

Mahopac 450 


and cancer. 







Intravenous drugs ., Drugs that are administered through a needle 


bloodstream. 




that rarely causes disease in persons with a normal immune sys- 

~m. . 


likely to be exposed to the AIDS virus (HIV). 

Transmission 

another. 

- The passing of infectious agents from one person to 

Syllabus Connections VI Diseases and Disorders - understanding diseases and disorders 


(pp. 28-29) 

VUI Alcohol, Tobacco, and Other Drug Substances - understanding 

the factors involved in using drug substances appropriately and 


r: 

\ ) 

"--- 

C ') 


Respect for self! avoiding behaviors that put one at risk to exposure 

to the AIDS virus 



Self-discipline/ 

abstaining from drug use despite pressures 

() 

104 

'In;

Mahopac 451 

c 

LESSON27a Grades 7-8 

Objective 


There are methods of prevention for AIDS: 

Understand how abstinence from illegal drug use can prevent the 

transmission of the AIDSvirus. 

Comprehensive 

Education 

Health 

Topic(s) 

.:VI Diseases and Disorders 


Valúes Integration 

Respect for self: Avoiding behaviors which put one at risk to exposure 

to the AIDS virus. 

"i 

Respect for Others: Avoidingbehaviors 

which can result in the trans- 

person. 

fer of the AIDS virus toanother 

Self-discipline: Abst~ini~gfrom illegal drug use despite pressures. 

( 

Motivating Activity Students will create a cartoon of how the AIDS virus can be transmitted 

by illegal intravenous d'rug use. 

IdentificåHo~ Students wnr'id~ntiíy'd~ug. practices that put a person at risk to be 

exposed.to the AIDS vitus. 

Effective Communication Students will discuss why people might use illegal drugs and the 

advantages to abstaining from illegal drug use. 

Students will discuss how illegal drug practices increase the risk of 

exposure to the AIDS virus. ,. 

Decision Making Students will decide what actions a person could take to avoid illegal 

drug use. 

Positive Health Behaviors Students will practice positive health behaviors to remove themselves 


c 


• abstaining from illegal drug use 

• participating in activities that enhance self-respect and selfconcept 


105 

-ot

Mahopac 452 

Teacher Notes on Lesson 27b 

eJ 

Background This prevention lesson is intended to be taught as part of Lesson 

#27a. Please review those Teacher Notes. A student-developed radio 

script is used to help students to warn their friends about the sexual 

transmission of the AIDS virus and to communicate the advantages 

of abstinence. 

Students must recognize that abstinence is the surest protection 

against the AIDS virus. 

Sexual intercourse puts students at risk for exposure to the AIDS 

virus: 

• The AIDS virus can be transmitted 

during sexual intercourse. 

• It is not always possible to know whether a sexual partner has 

been exposed to infection by the AIDS virus. 

• An individual can acquire the AIDS virus by having sexual intercourse 

with an infected person. 

Special Considerations IHs often difficult for you to know the level of sexual activity of stu- C'. ','.".) 

dents in the class, and students may suggest activities they have read 

about, heard about, seen in a movie, or imagined. 

Adjustments to the lesson should be made to accommodate those 

who do not know about human sexual reproduction. This may require 

providing understandings about human sexuality prior to 

teaching this lesson. 

Questioning by students should be encouraged and sources of answers 

provided. At times, the teacher should refer the student elsewhere 

for the answer to a question-to parents, to clergy, to a physician, 

to the school nurse, etc. 

The purpose of this lesson is to communicate how abstinence from 

sexual activity can prevent the transmission of the AIDS virus. 1£ 

students may be sexually active or have questions about sexual activity, 

the following information (from the New York State Department 

of Health) is critically important for them to know: 

• Until you ask a lot of questions about his or her past sexual experience 

and drug use, don't have sex with anyone. 

• The more people you have sex with, the greater the chances you 

may get infected, so don't have sex with multiple partners. 

• With infected persons, using a condom (see Appendix C) during 

sex may help keep the virus from getting into your body. A ( .. ~..) 

(continued on next page) x. 

106 

'f.r:l.

Mahopac 453 

c 

c 


condom is a thin rubber covering that is slipped over the penis 

before any sexual contact. 

• The chance of blood or semen entering your bloodstream is 

very high during anal sex, since it can cause tearing of delicate 

tissues, so avoid anal sex. 

e Drugs and alcohol lead you to do things you wouldn't do drugfree, 

so don't drink alcohol or use drugs of any kind. 

• The chance of blood entering your bloodstream is very high 

when sharing a needle or other equipment to shoot drugs, so 

don't shoot drugs and don't share a needle or other equipment. 




and cancer. . 

Condom - A sheath used to cover the penis. Condoms come in a 

variety of materials. Rubber is a material that prevents penetration 

. of HIV and does not break as easily as other substances. Used 

during sexual intercourse to prevent the transmission of semen, 

blood, or vaginal secretions and to protect against the AIDS virus 

(HIV). See Appendix C. 

Opportunistic infection -:--An infection caused by a microorganism 



likely to be exposed tö the AIDS virus (HIV). 

Semen - The fluid that is expelled from the penis during sexual activity. 

Sexual abstinence 

- Not having sexual intercourse. 

Sexual intercourse - Physical sexual contact between individuals 

that involves the genitalia ofat least one person. Includes vaginal 

intercourse, oral intercourse, and anal intercourse. 

Vaginal secretions 

-:-Fluids within the vaginal tract. 

Syllabus 

Connection 

V Family Life Education - Appreciating the role of the family in 


membership and adulthood; including marriage and parenthood. 

(pp.26-27) 

vr Diseases and Disorders ":"Understanding diseases and disorders 

and taking actions to prevent or to lirnit their development. 

(pp.28-29) 

c 


Reasoning/understanding the consequences associated with AIDS 

transmission 

Respect for self and others/making responsible decisions to abstain 

from sexual activity 

Self-discipline/ 

delaying sexual activity 

107 

I,j 

'"-If'')

Mahopac 454 

LESSO'N 27b Grades 7-8 

.. 

Objective AIDS is a preventable disease. 

Learner Outcome Understand how abstinence from sexual activity can prevent the 






Values Integration Reasoning: Understanding the consequences associated with AIDS 

transmission. 

Respect for Self and Others: Making responsible 

from sexual activity. 


Delaying sexual activity. 

decisions to abstain 

Motivating Activity Students will develop a radio script which will warn their friends Cl 

about the sexual transmission of the AIDS virus and communicate 

the advantages of abstinence. 

Identification Students will identify the pressures and situations that might put a 

person at risk to be sexually active and be exposed to the AIDS virus. 

Effective Communication Students will write a script which identifies the pressures and situations. 

Students will discuss the advantages of abstinence and how it can 

prevent the spread of the AIDS virus: 

II/ health benefits 

., emotional benefits 

., educational/career benefits 

.. family life benefits 

Students will discuss how sexual activity might increase the risk of 

exposure to the AIDS virus. 

Decision Making Students will decide what actions a person could take to promote 

abstinence and to delay sexual activity. 

(continued on next page) e) 

108 

C/.rr

Mahopac 455 

( 


Students will practice positive health behaviors that remove themselves 



• abstaining from sexual activity 

• participating in' activities that enhance self-respect and selfconcept 


r: 

"'-. 

(/ 

\. 

109 

'fsr

Mahopac 456 

....... 

....... 

o 

PATTERN OF LESSON DEVELOPMENT - GRADES 9-12 

The 9-12 grade-level cluster focuses on five objectives, namely: 

.. There are some diseases that are communicable diseases. 


• There are skills to practice which will lead to a healthful lifestyle. 



• There are social and economic implications of AIDS. 

The learner outcomes within each of the objectives are delineated 

as follows: 

Communicable 

Disease! AIDS Healthful Lifestyle Community Resources 

#28 Know the spectrum of #30 Appreciate the value of #35 Identify thé commuthe 

AIDS virus delaying sexual nity's present and 

#29 

activity projected responses to 

Know ways the AIDS 

AIDS 

virus can and cannot #31 Practice skills in saying 

be transrriitted 

no 

#32 Practice sending clear 

messages through 

effective verbal and 

nonverbal communication 

#33 Recognize and 

evaluate media 

messages regarding 

sexuality 

#34 Recognize responsibilities 

of family and 

community 

AIDS Prevention 

#36a Understand how 




AIDS virus 

#36b Understand how 

abstinence from sexual 

activity can prevent 

transmission of the 

A.llJS virus 

#36c Understand how to 

prevent the transmission 

of the A..TDSvirus 

to an unborn baby 

Social and Economic 

Implications 

#37 Recognize balance 

between rights of an 

individual and rights 

of society 

;S 

\ 

~ 

Instruction at this level is comprehensive and has the goal of helping students maintain and promote positive health behaviors that protect them 

and others from infection with the AIDS virus. Many of the lessons focus on achieving a healthful lifestyle in which students are helped to examirn e 

and affirm their values and to develop responsible decision making about how to say no, and how to recognize subtle media sex messages. Students 

will learn to appreciate the value of delaying sexual activity. Students are given specific information about the spectrum of the AIDS virus and its 

implications as well as information about the transmission factors associated with AIDS. Instruction at this level includes an examination of current 

and projected community responses to AIDS as well as an examination of the social and economic issues raised by the disease, such as protecting 

society without endangering individual rights. 

Lessons #36a, #36b, and #36c constitute the prevention component of this cluster. While Lessons #36a and #36b stress abstinence, Lesson #36a 


(~ ("") 

'--/"

0 r, 

1 

(""" Mahopac 457 

focuses on illegal IV drug abuse, and Lesson #36b focuses on abstaining from Ei~al activi:ty:with.adiscussion:in Teacher Notes of prevention 

strategies 'neededfor those who have concerri.srelated to sexual activity. Lesson #36c identifies the responsibilities one has to protect the health of 

succeeding generations. - 

The lessons provide a framework for addressing AIDS instruction at thesecondary level according to Commissioner's Regulations. The Regulation 

at the secondary level (9-12)requires AIDS instruction as.part of the required health education course in grades 9-12. Instruction needs to 

provide accurate information concerning the nature-of the disease, methods of transmission, and methods of prevention; to stress abst:inence as the 

most appropriate and effective premarital protection against AIDS; and tobe age-appropriate and consistent with community values. 

Please note, students may be excused from the lessons on methods of prevention upon receipt of a written request to the principal from parent or 

guardian. 

At the end of this grade-level cluster, students should have achieved each of the desired learner outcomes identified:in the grid. 

Coordination and correlation with the exist:ing 9-12 health education course are essential to determine how the learner outcomes for AIDS 

instruction define, duplicate, or enhance the overall health education program at this grade-level cluster. 

,s: 

~ 

,....,. 

,....,. 

,....

Mahopac 458 


( "') 

~-" 

Background The purpose of this lesson is to help students to recognize the spectrum 

of the AIDS virus and to note particularly that a person may 

appear healthy outwardly yet still be a carrier of the Human Immunodeficiency 

Virus (HIV) and be able to pass it on to others. 

Symptoms of many infections include night sweats, swollen glands, 

weight loss, etc. When AIDS Related Complex (ARC) or AIDS is involved, 

these symptoms are severe and persistent. 

Students need to know that regardless of how one received the AIDS 

virus (i.e., by IV drug use or sexual intercourse), it can be transmitted 

to others by: sexual intercourse, IV drug use, mother to unborn 

child. Also, students need to know that even one exposure to the 

AIDS virus may be sufficient to contract the virus. 

The current laboratory test for HIV reveals antibodies in the blood. 

The antibodies show up anywhere within the spectrum which is included 

in diagram form. 

The activity of composing a letter allows the student to bring up the 

wide range of factors such as: 

• how the AIDS virus is transmitted 

• how you cannot tell by looking at someone that he/she has 

been infected 

• how a blood test can determine the presence of antibodies for 

the AIDS virus but not for the disease 

• where individuals can get a blood test if there is a suspicion of 

infection 

• whether the results will remain confidential 

• how an individual 

others 

infected with the AIDS virus can infect 

• how one can develop ARC and/or AIDS 

• that there are numerous other serious diseases associated 

with AIDS for which there are no known cures. 

Students will probably come up with some other factors and can be 

helped to generate statements for their responses. 

You may wish to refer to the Appendix section in this guide for 

"Current Information on AIDS;' or call the toll-free information 

number, 1-800-342-AIDS, or the New York State hotline number, 

(continued on next page) (.) 

,"" ~", 

~ .. ) 

112 

c¡n

Mahopac 459 

C· 

( 


1~800~541-AIDS! to provide yourself with the latest information 

about AIDS. 



body's immune system! making it vulnerable to opportunistic infections 

and cancer. 

Antibodies - Substances in the blood produced by the body's immune 

system to fight against invading organisms. 

Antigen - A substance that stimulates the production of antibodies. 

ARC - AIDS Related Complex. A condition caused by HIV in which 

the individual tests positive for HIVand has a specific set of clinical 

symptoms that are often less severe than those of AIDS. 



Carrier - A person who harbors a specific infectious agent! in the 

absence of clinical disease! and serves as a potential source of infection. 

HIV- The Human Immunodeficiency Virus. It causes AIDS by attacking 

the body's immune system! making infected people vulnerable 

to fatal infections, cancer! and neurological disorders. 


and disease. 

Incubation period - The time interval between invasion by an infectious 

agent and appearance of the first sign or symptom of the 

disease in question. 


vessel walls. It usually appears as blue-violet to brownish 




Pneumocystis carinii pneumonia - The most common lifethreatening 

opportunistic infection diagnosed in AIDS patients . 

. It is caused by a parasite! Pneumocystis carinii. 



(pp.28-29) 

Values Integration Reasoning/ ability to understand the process of AIDS transmission 

c 

113 

Ifsr

Mahopac 460 

SPEC1'RUM OF HIV INFECTION' 

r: 

\ ) 

'"'--- 

ASYMPTOMATIC ARC AIDS 

AIDS RELATED 

COMPLEX 

External Signs 

It No symptoms • Fever • Kaposi's 


,. Swollen lymph • Pneumocystis 

glands 

carinii 


• Diarrhea 

other 

• Minor infec- 

opportunistic 

tians 

• Fatigue 

infections 


disorders 




() 


of Infection produced produced deficient 

• Immune system It Immune system • Positive 

remains intact -weakened antibody test 

• Positive 

• Positive 

antibody test 

antibody test 


Transmit HIV 

/-"_~_'" 

( ') 

\../ 

114 

'1'¥¿J

Mahopac 461 

\ 

,. 

( LESSON 28 Grades 9-12 


Learner Outcome Know the spectrum of the AIDS virus. 



Values Integration Reasoning: Ability to understand the process of AIDS transmission. 

Motívating Activity The teacher will distribute this "Dear Sam" letter to each student: 

Dear Sam: 

What does AIDS have to do with me? None of my friends have 

AIDS. Whaes the big deal? 

A REALIST 

( Identification The teacher will draw HIV continuum on the board with three 

stages: 

• asymptomatic 

• ARC 

• AIDS 

Students will identify internal and external signs of the disease for 

each of the three stages. 

Effective Communication Together the class will compose a response to A REALIST's letter. 

Decision Making Students will decide what A REALIST needs· to know about the 

AIDS spectrum and why. 

Positive Health Behaviors Students will know that a person can transmit. the AIDS virus 

whether he/she feels healthy or ill. 

c 

115 

'íft{

Mahopac 462 


/-') 

.. 

Background 



For this activity we have used the term "the AIDS virus" to help the 

students relate to what they read and hear about AIDS. The more 

accurate designation is that Human Immunodeficiency Virus (HIV) 

is the transmitter of the disease AIDS. 

A true-false quiz is used to clarify information students have. The 

quiz is repeated in increasingly complex form through grades 4-12.It 

is important for you to review regularly accurate, up-ta-date information 

stressing especially the ways AIDS is and is not transmitted. 

The lesson provides an opportunity to review the spectrum of the 

AIDS virus in Lesson #28. Correcting misinformation can reduce 

the fears that could get in the way of practicing positive health 

behaviors that will protect oneself and others from AIDS. You will 

probably want to refer to the "Current Information on AIDS" in 

the Appendix section of this guide or call the toll-free information 

, number, 1-800-342-AIDS, or the New York State hotline number, 

1-800-541-AIDS, to provide yourself with the latest information 

about AIDS. 

Question 11on the "MYTH-FACTSHEET" has not been included in 

any past lessons as a knowledge item. 

Adapt the ''AIDS MYTH-FACTSHEET" as needed and distribute to 

each student. Have students answer each statement and correct 

their own mistakes. This lesson allows for correction of misínformation 

during a discussion of student responses. An answer sheet is 

included for your convenience. 

,VI Diseases and Disorders - understanding diseases and disorders 


(pp.28-29) 


transmission 

the consequences associated with AIDS 

Respect for self/awareness and concern för one's own health 

C") 

() 

" 

116 

q(;~

Mahopac 463 

( 

AIDS MYTH-FACT SHEET FOR LESSON #29 

(grades 9-12) 

In front of each statement that is true, put a T, and for each 

statement that is false, put an F. 

( 

1. Due to the ways the AIDS virus is transmitted, it is unlikely 

that AIDS can be transmitted by sitting next to someone in 

class. 

2. Abstinence from sexual intercourse is the surest way to 

prevent transmission of AIDS virus. 

3. People can look and feel healthy and still transmit the AIDS 

virus. 

4. People who shoot drugs and share their needles can get the 

AIDS virus. 


6. Women cannot transmit the AIDS·virus. 

7. Everyone who engages in sexual intercourse can be at risk 

for AIDS. 



10. AIDS, itself, usually does not kill a person. 

11. Most children with AIDS got it from an infected mother. 

12. A person who is concerned can be tested for the AIDS virus .. 

13. There is both a national and a State toll-free telephone 

hotline for AIDS information. 

c 

117 

G((bj

Mahopac 464 

Answers to AIDS MYTH-FACT SHEET #29 

("') 

1. True 

2. True 

3. True 

4. True 

5. False 

6. False 

7. True 

8. False 

9. False 

10. True 

11. True ( 

12. True 

13. True 

The U.S. Public Health Service 24-hour AIDS national hotline phone number is 

1-800-342-AIDS. The New York State hotline number is 1-800-541-AIDS. 

() 

118 

t-(["p c¡

Mahopac 465 

( LESSON29 Grades 9-12 



Know ways the AIDS virus can and cannot be transmitted. 



Values Integration Reasoning: Understanding the consequences associated with AIDS 

transmission. 

Respect for Self: Awareness and concern for one's own health. 

Motivating Activity The teacher will distribute an /lAIDS MYTH-FACT SHEET' to students. 

c 

Identification Students will identify the ways that the AIDS virus can be transmitted: 

• sexual intercourse with an infected partner 

• sharing IV drug needles with an infected user 

• infected mother to unborn baby 

• transfusion of infected blood or blood fractions 

Students will identify ways in which the AIDS virus cannot be transmitted: 

• sneezing 

• using toilets 

• using swimming pools 

• eating in restaurants 

• donating blood 

• being in the same class as someone with AIDS 

Effective Communication Students will discuss each item on the "AIDS MYTH-FACT SHEET:' 

correcting misstatements as they review the sheet. 


Students will reorganize the "AIDS MYTH-FACT SHEET" to provide 

statements about how the AIDS virus is transmitted . 

. 

( (continued on next page) 

119 

C({¡í

Mahopac 466 

Positive Health Behaviors Students will demonstrate an understanding of how the AIDS virus 

is transmitted. 

Students will recognize ways that the AIDS virus cannot be transmitted. 

Students will carry out their everyday activities with increased confidence. 

() 

Cl 

() 

120 

'{{¡IR

Mahopac 467 

( 

OJ 

.j. 

Teacher Notes on Leeson 30 

Background The purpose of this lesson is to explore some of the reasons why 

adolescents may engage in sexual activity. Students will need to recognize 

that personal and societal pressures often may make sexual 

activity look attractive - however, they need to recognize that there 

are positive behaviors, other than sexual, which can permit personal 

development and satisfaction. 

Sex is not simply a form of stimulation and personal enjoyment, but 

carries with it both risk and responsibility. Abstinence is a lifestyle 

that affords greater opportunities for emotional, psychological, and 

educational growth. 

c 

Advantages 

of Abetinence 

fl free from pregnancy and venereal disease 

It free from the bother and dangers of the pill, IUD, and other 

contraceptives 

\_ .•. f 

Mahopac 468 


(') 

'._ ..~;: 

Objective 



Appreciate the value of delaying sexual activity. 

Comprehensive Health V Family Life Education 


Values Integration Reasoning: Understanding the advantages of delaying sexual activity. 

Respect for Self and Others: Making responsible decisions to abstain. 



Motivating Activity Students will list reasons why young people might get involved in 

sexual activity, such as: 

• sexual attraction 

• societal pressures 

• peer pressure 

.. pressure from a partner 

• family situations 

• mistaken beliefs 

• boredom 

• low self-esteem 

• drinking and drugs 

• loneliness 

• influence of soap operas and other media 

(") 

Identification Students will identify those reasons which are personal and those 

which are societal. 

Effective Communication' 


Students will identify one reason and discuss how that problem can 

be dealt with in ways other than sexual activity. 

Students will decide which reasons might relate to themselves, 

122 


Students will appreciate the value of delaying sexual activity. 

Students will appreciate the need to be responsible for their own 

behavior and for the consequences it may have for themselves and 

other people. 

CJ 

'l'ç,¡

Mahopac 469 

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( 


l$)%iW.t:tg;%.wrß.,¡m;i7..a%ii%.o$mt.w.ø..w"'WØW'.J{£7JWM.4îh\&~wrø,;r4:r~j';WbW'.%;,ø:7.mm%:mtß'#:WMm'f.WÆ*©"im"...MW£ill%W$.'@W$.@r.Wif@j@tmtm£ømm~.wum'~"t~. 

(, 

Background This activity provides students with opportunities to practice skills 

in saying no in order to keep students from participating in behaviors 

that place them at risk for AIDS. So that as many students as 

possible may take an active part, divide the class into groups and 

assign one of the skits to each of the groups. 

In the first skit situation (My boy-/girlfriend wants me to sleep with 

him/her. I'm not sure this is what I want to do.) have the students 

assigned that skit write down all the issues they see in the skit situation. 

Do the same for the second skit situation. (My friends are using 

drugs, but I'm scared to do drugs.) 

After groups have identified issues in their small groups, list the issues 

on the board and have each of the groups present its skit with 

the identified issues. Then have students identify possible statements 

they can use to communicate that they do not wish to engage 

in such behaviors. List such statements on the board and then have 

students select the statements they would like to use to finish their 

skits, and have them finish acting out the solution to their skit. 

Some possible solutions might be: 

• Honestly convey thoughts, feelings, and desired outcomes, 

such as: "I still wantto go out with you and I really like you, 

but I feel uncomfortable with having sex." This opens the 

doors for further communication. 

• Make an excuse, such as: "I can't go out tonight:'Excuses may 

work in the short run, but relationships that are long-term and 

growing depend on honesty for their nurturance. 

• Avoid situations in which the behavior can occur, such as 

"partying" with friends. 


Il Emotional Health - recognizing the relationships among emotional 



relationships. (pp. 20-21) , 




(pp.26-27) 

(--' 

Mahopac 470 


Respect for self/refusing to compromise beliefs that one holds as important, 

and avoiding behaviors that put one at risk for infection 

Respect for others/ acceptance of the values and beliefs of others 

Self-discipline/making choices that value one's personal beliefs and 

health despite the pressures of others 

(~"') 

( 

" 

() 

124 

é(í'&

Mahopac 471 

c 


Objective 



Practice skills in saying no. 

Comprehensive 

Education 

Health 

Topic(s) 



Values Integration Respect for Self: Refusing to compromise beliefs that one holds as 

important¡ avoiding behaviors that put one at risk for infection. 

Respect for Others: Acceptance of the values and beliefs of others. 

Self-discipline: Making. choices that value one's personal beliefs and 

health despite the pressures of others. 

( 

Motivating Activity The teacher will divide students into groups and provide students 

with the following skit situations to carry out: 

• We've been going together for two years. My boy-/girlfriend 

wants me to sleep with him/her. I love him/her, and I don't 

want to lose him/her, but I'm not sure this is what I want to do . 

• A lot of my friends are using drugs. I don't want to lose my 

friends, but I'm scared to do drugs. 


Students will identify the issues in each skit situation. 

Effective Communication Student groups will present their skits to the class, without a solution 

to the situation. 

Decision Making Student audience will list possible ways to say no in skit situations 

and will decide which actions and words work best to say no. 

Students will practice ways to say no. 

( 

Positive Health Behaviors Students will recognize and accept their own values. 

Students 

will be able to feel confident about their beliefs. 

Students will recognize situations when it is appropriate to say no 

and will practice how to say no. 

12,5 

'f11

Mahopac 472 


(~) 

Background This lesson zeroes in on the gaps in interpersonal communication . 

that often exist between an intended message and the actual message 

that is conveyed. Students must recognize the unclear or 

"mixed" messages that result when their words are not backed by 

appropriate actions or when they choose words which do not clearly 

delineate their thoughts, feelings, or intentions. 

Sending a clear message involves four elements: 

• self-awareness: recognition of one's own feelings, thoughts, 

and desired outcomes in a situation 

• words: choosing words which accurately convey the intended 

message 

• body language: use of appropriate 

contact 

• actions: follow-through 

behavior. 

posture, gestures, eye 

Being mindful of the gap that can emerge between what one wants to 

say and what one actually says, students may need coaching with 

specific words and body language. The students in the class have a 

wealth of experiences and ideas they can bring to this activity. 

Using this situation as a springboard, you may create your own situation 

based on your experiences with teenage students, or you may 

encourage students to pose their own situation for groups to work 

in. Role-playing is employed to reinforce the positive communication 

patterns for the rest of the class. 

It may be helpful to define the following terms: 

• desired outcome: what one wants to happen 

ina situation 

• feeling: an emotional response usually expressed by one 

word, such as: happy, sad, angry, and scared 

• clear message: a statement which clearly communicates a 

thought, feeling, or desired outcome. (Example: I feel hurt 

when I think you're ignoring me. I'd like you to understand 

that.) 

• thought: 

ideas or beliefs that occur in our minds. 

It is important for students to understand the meaning of these 

terms, as students at this age often confuse thoughts with feelings. 

Though feelings are usually an immediate response to a situation, 

() 

(continued 

on next page) 

( cc,.') / 

126 

'tf:?

Mahopac 473 

LESSON 32 Grades 9-12 (') 

."".•.. ,. 

Objective 


Comprehensive H.ealth 




Practice sending clear messages through effective verbal and nonverbal 

communication. 



Respect for Self: Developing honest and clear communication patterns 

enhances one's self-confidence and reflects self-responsibility. 

Motivating Activity The teacher will pose the following situation to the class: 

Respect for Others: Recognizing the value of honesty in relationships. 

Alex and Gloria have been seeing each other for a few months. Gloria 

does not want to become any more involved physically than they () 

have been, and she senses Alex does. She continues to spend a lot of 

time with him alone and puts herself in uncomfortable close encounters 

with Alex r 

Identification Students will identify the message Gloria may be giving Alex. 

Students 

will discuss the four elements of a clear message: 

• self-awareness: 

-recognizing one's feeling in response to a situation 

-knowing one's thought about a situation 

- deciding what one wants in a situation 

• words: 

- choosing words which accurately convey the intended 

message 

• body language: 

-use of appropriate posture, gesture, eye contact 

• actions: 

- follow-through behavior 

128 


Students will role-play Gloriás response to Alex by communicating 

her discomfort, her thoughts and concerns, and her preferences for 

the ways they spend time together. 


CJ 

~y

Mahopac 474 

( 

students need guidance in naming those feelings and in articulating 

their thoughts which mayor may not be associated with those feelings. 









(pp. 38-39) . 

Respect for self! developing honest and clear communication patterns 

enhances one's self-confidence and reflects selfresponsibility 

Respect for others/recognizing 

the value of honesty in relationships 

!C 

C· 

127 

\ 

t¡1J

Mahopac 475 

Students will match the nonverbal elements of tone, posture, ges- 

tures, and eye contact with.their verbal message. 

e 


Students will decide on situations in their lives in which they may be 

giving mixed messages and when they can send a clear message instead. 

Posífíve Health Behaviors Students will take time to become awareof their feelings, thoughts, 

and desired outcomes in response to a situation . 

. Students will use "I" statements and appropriate nonverbal signals 

to communicate their feelings, thoughts, and desired outcomes to 

others. .. 

( 

c 

129 

'i1f

Mahopac 476 


.. 

Background 

This lesson focuses on the influential role of media in shaping students' 

attitudes regarding sexual behavior. 

It is important that students recognize that such messages are conveyed 

in a variety of ways, some subtle and implicit, others direct 

and explicit. 

While students are called upon to identify specific messages in the 

media categories presented, this activity constitutes a springboard 

for assessing the way in which each message is communicated and 

for evaluating the effect of such messages on themselves and their 

peers. 

When sex is portrayed as a casual social activity enjoyed by young 

and old alike without regard to discrimination, assessment of possible 

consequences, or risks, or when human persons are presented 

primarily as objects of sexual appeal or pleasure, teenage audiences 

can be influenced and misdirected when making choices regarding 

their own sexuality and sexual behavior. For this reason, the ability 

to discern accurately for themselves the meanings and. potential influence 

of media messages is the focal point of this lesson. 

(.' 'j 

_ 

Syllabus Connection V Family Life Education - appreciating the role of the family in 



(pp.26-27) 


and planning for developing and maintaining a heaIthfullifestyle. 

(pp.38-39) 

Values Integration' Reasoning/recognizing explicit and implicit meanings of messages 

and media 

Respect for self/awareness and concern for one's sexuality as an ingredient 

of personal dignity 

Respect for others/ awareness and concern for the sexuality of others 

as,an ingredient of their personal dignity 

Ci 

'

Mahopac 477 

( !JESSON 33 Grades 9-12 

Objective 


There are skills to practice which lead to a healthful lifestyle. 

Recognize and evaluate media messages regarding sexuality. 

Comprehensive 

Education 

Health 

Topic(s) 

:;.. 



Values' Integration 

Reasoning: Recognize explicit and implicit meanings of messages 

and images. 

Respect for Self: Awareness and concern for one's sexuality as an 

ingredient of personal dignity. 

Respect for Others: Awareness and concern for the sexuality of others 

as an ingredient of their personal dignity. 

( Motivating Aètivity Students willlist two or three examples for each of these categories: 

II movies 

• soap operas or TV serials 

Ol commercials 

• music videos 

• magazine advertisements 

Identification With teachers,students will identify messages about sex or sexuality 

conveyed in the examples cited. 

These might include: 

• "Everybody does if! - Having sex is okay. 

(II "Sex is fun" -There are no painful consequences or risks 

associated with sexual behavior. 

• ,"Sex sells" - It is what makes people and things attractive. 

C 

Effective Communication Students will discuss how these messages are communicated: 

• directly or explicitly - through the words or behavior of an 

attractive person or character 

.. subtly or implicitly - through images, words, or behaviors 

which suggest sexual meanings or attempt to arouse sexual 

interest 


131 

ctt!

Mahopac 478 

Decision Making Students will decide what effects such media messages have on the 

attitudes and behaviors of teenagers. 

Students will decide which messages reflect attitudes and behaviors 

that can mislead teenagers. 

r'¡ 

"- ... 


Students will recognize explicit and implicit media messages regarding 

sexuality. 

Students will effectively analyze and evaluate for themselves the validity 

of sexual messages conveyed through the media. 

() 

(:~.:) 

132 

------------~-----~--------------~---~--_._----_ 

'116 

.."_.----~---,-~_._-

Mahopac 479 

c 

Teacher Notes on Lesson34 

( 

Background 

. - " 

- 

By identifying with a fictional family that must confront the reality of 

dealing with AIDS,this lesson seeks to help students recognize the 

responsibilities of family in a var,iety of concerns. 

You may want to work with a chart, such as the one in this lesson, on 

which students can fill in information as they obtain it. As gaps appear 

in the chart (usually in the Community column), students may 

want to consider actions they may take-to help the community recognize 

and provide for needs. This lesson will combine well with Lesson 

#35 in providing a bridge to actual community resources. 

Students will probably recognize that many of the concerns dealing 

with AIDS are similar to concerns that families confront with longterm 

illnesses or disabilities, and students who have been through 

this process may be able to provide special insights. When using students 

as resources, be careful to recognize that they may still be dealing 

with some concerns and may be very sensitive. This lesson also 

provides an opportunity to deal with the fact that, at present, there is 

no cure for AIDS and that families will need to cope with death and 

dying. 







membership and adulthood, including marriage and parenthood: 

(pp.26-27) 


and taking action to prevent or to limit their development. 

(pp. 28-29) . 




(pp. 36-37) 

r 

\.. 

Values Integration Respect for others/responsibilities to one's family 

Respect for others/compassion, caring, and understanding 

Respect for self/ asking for help from individuals and groups that are 

able to provide assistance 

133 

LI 7f

Mahopac 480 

,....,. 

w 

~ 

FAMILY RESPONSIBILITIES 

INDIVIDUAL 

FAMILY 

COMMUNITY 

RESOURCES: 

PHYSICAL 

CONCERNS 

AND NEEDS 

I 

EMOTIONAL. 

CONCERNS 

AND NEEDS 

~ 

~ 

r>. ,~ 

'.....~ .. 

I 

('-"'\, 

t .I 

.:»

(", r\ 

I 

FAMILYRESPONSIBILITIES (Sample Using Lesson #33) 

' 

,~ 

( 

Mahopac 481 

INDIVIDUAL 

FAMILY 

COMMUNITY 

RESOURCES: 

PHYSICAL Weakness II Be familiar with how • Participate in hospice and 

CONCERNS Pain AIDS is communicated hospital support and 

AND NEEDS 

Inability to eat/ drink c Care for brother's needs treatment services 

• Respect his privacy 

• Spend time with him • Participate in church and 

community organization 

Reading 

outreach programs 

Watching TV 

Talking 

Playing games 

Listening to music 

~ 

~ 

" 

Mahopac 482 


.: 

. I 

•• 

Objective 





There are skills to practice that will lead to positive health behaviors. 

Recognize responsibilities of a family when a member has AIDS. 



, VI Diseases and Disorders 


Respect for Others: Responsibilities to one's family; compassion, 

caring, and understanding. 

Respect for Self: Asking for help from individuals and groups that 



The teacher will distribute a "Dear Sam" letter: 

Dear Sam: 

My brother was just diagnosed as having AIDS. He will be home 

from the hospital next week. What needs to be done to help him? 

C~'\ 


Students will divide into groups to identify: 

• physical concerns and needs 

• emotional concerns and needs 

• family concerns and needs 

• community resources 

UPSET 

Effective Communication Students will discuss roles and responsibilities of family for each 

identified concern. 

Students will draft a response to UPSET that reflects each aspect 

identified. 


Students will decide how the family can meet the varying needs of' 

the person with AIDS. 

(continued 

on next page) 

(' ...•. j 

136 

rtf~

Mahopac 483 

( 


Students will practice behaviors that involve understanding the 

needs of others and the need for sharing responsibilities, such as: 

• accepting responsibility within family 

• spending time with family member 

• involving person in family activities 

• utilizing community services 

( 

,,~. 

( 

137 

tffJ

Mahopac 484 


c=) 

Background In Lesson #34, students dealt with family responsibilities for persons 

with AIDS. This lesson confirms the present AIDS-related community 

resources and helps -students to project what resources may 

be necessary in the coming years to meet the needs of increasing 

numbers of persons with AIDS. You'll £ind some of this data 

in the Appendix section on "Current Information on AIDS," 

but you will probably want to call the toll-free information 

number, 1-800-342-AIDS, or the New York State AIDS hotline number 

1-800-541 AIDS, to get the latest figures. This information is also 

available through your local library or county health department. 

This lesson provides a unique opportunity for students to watch a 

community respond to a crisis from the beginning, to identify community 

policymakers, to recognize the actions they are taking, and 

to participate in this process, as most communities are just beginning 

to recognize the size and implications of the AIDS epidemic. 

You will want to remind your students that, at this time, once a person 

is infected with the AIDS virus, there are a variety of health and ( ..-..) 

health-related services that may be needed. 

The community has a responsibility to help the person with AIDS 

and his/her family to provide for their: 

• physical needs and concerns 

• emotional needs and concerns 

• family needs and concerns. 

The community has a responsibility to its members. It can provide 

this by having: 

• accurate sources of information available in the community 

• voluntary testing programs 

• counseling services 

• substance abuse treatment programs 

• hospital/medical treatment services 

• self-help groups 

• social service supports 

• mental health services. 

Clearly there is no one "community" that can provide all of these 

services. Students will need to consider how each AIDS-related 

community resource fulfills a responsibility, where there are omissions, 

where there are overlaps, and what still remains to be done. 

(continued on next page) ( 

138 

r.P?

Mahopac 485 

- 

( 






(pp. 36-37) 

Respect for self/responsibility to make oneself aware of threats to 

health, and community resources that can help 

Reasoàíngñdentífy, organizations which provide AIDS-related information 

for groups and individuals; resources directed to those 

who need; provide appropriate family and community support 

( 

c 

139 

C¡S:J/

Mahopac 486 


r> 

\_- ) 

Objective There are community resources for information, help, and counseling. 

Learner Outcome Identify the community's present and projected responses to AIDS. 

Comprehensive Health X Community Health 


Values Integration Reasoning: Identify organizations which provide information for 

groups and individuals related to AIDS; resources directed to those 

who have needs; provide appropriate family and community support. 

Respect for Self: Responsibility to make oneself aware of threats to 

health and community resources that can help. 

Motivating Activity Students will research a list of AIDS-related community resources. 

(") 

,~:- ...... 

identification Students will identify AIDS-related community resources currently 

in place: 

• hospital 

• county health agencies 

• planned parenthood 

• AIDS council 

• religious organizations 

• United Fund 

• AIDS self-help support groups 

• local chapter of American Red Cross 

• local hemophilia chapter 

• AIDS testing centers 

• substance abuse treatment centers 

• mental health centers 

• hospices 


The teacher will invite an AIDS resource person to discuss current 

community AIDS needs and how they are being met and to project 

future community needs based on AIDS data. 


" -, 

( ) 

....... ./ 

140 

t¡tft-

Mahopac 487 

(- 


Students will decide whether the resources the community is providing 

will be adequate for"projected AIDS needs in the next five 

years. 


Students will participate in community health practices by writing to 

appropriate agencies or volunteering their assistance to support 

AlpS-related com:t¡nunity resources . 

. ; 

(-/ 

c 

;' 

. 

141 

L{s7

Mahopac 488 

Teacher Notes on Lesson 36a 

Background In this lesson students will write an article for the student newspaper 

on how abstinence from illegal drug use can prevent the spread 

of the AIDS virus. It correlates as well with Lessons #36b and #36c. A 

prior review of these lessons and teacher notes may be helpful. 

Students must recognize that intravenous drug use: 


• puts them at risk for exposure to the AIDS virus. 

Sharing needles, syringes.and works puts individuals at risk because 

the AIDS virus can be transmitted by infected blood that remains 

on the needles, syringes, and works and then be passed from 

user to user. Having become infected with the AIDS virus, the individual 

may develop ARC or AIDS. 

If an individual is sharing IV drugs and is infected, he/she is probably 

spreading the infection to others. Regardless of how the individual 

became infected with the AIDS virus, the individual who has 

been infected can spread it to others through his/her infected blood, 

semen, or vaginal secretions. 

In order to stop the spread of infection, the individual 

to: . 

would need 

( 


il get help for IV drug problems 

• abstain from sharing needles and works 

• abstain from sexual intercourse before marriage 

• remain faithful to one's partner 

• obtain an HIVantibody test 

• if sexually active, always use a condom (See Appendix C.) 

• if considering pregnancy, both prospective father and mother 

should have the HIVantibody test. 

Students should also consider the possible reasons why a person 

may use drugs and what might be done to motivate a change in this 

behavior. The lesson provides an opportunity to discuss other aspects 

of drug use in relation to AIDS, particularly the impaired judgment 

associated with drug and alcohol use. Also, alcohol has 

immune-suppressant properties which could increase the risk of 

disease in persons who have already been exposed to the AIDS virus. 

(continued on next page) (! 

142 

Y'J2c:f

Mahopac 489 

c 

( 

Teacher Vocabulary Addiction - Habitual use of a substance (like IV drugs) and inability 

to stop the eravingfor such a substance .. 




and cancer. 


the body's imrrume system, making infected people vulnerable 





Intravenousdrugs - Drugs that are administered through a needle 

and syringe and injected directly into a vein and thus the bloodstream. 






likely to be exposed to the AIDS virus (BIV). 

Transmission - The passing of infectious agents from one person to 

another. . 

Syllabtls Connections VI Diseases and Disorders - understanding diseases and disorders 

and taking actions to prevent or to limit. their development. 

(pp.28-29) 

VIII Alcohol, Tobacco, and Other Drug Substances - understanding 

the factors involved in using drug substances appropriately and 



Respect for self! avoiding behaviors that put one åt risk to exposure 

to the AIDSvirus 



Self-discipline/abstaining 

from illegal drug usé despite pressures 

c 

143 

, L/

Mahopac 490 

LESSON 36a Grades 9-12 

(~. 

\_--) 

Objective 

There are methods 

of prevention for AIDS. 





Understand how abstinence from illegal drug use can prevent the 




which put one at risk to expo- 

Respect for Self: Avoiding behaviors 

sure to the AIDS virus. 

Respect for Others: Avoiding behaviors which can result in the transfer 

of the AIDS virus to another person. 


Abstaining from illegal drug use despite pressures. 

Motivating Activity Students will write an article for the school newspaper on how abstinence 

from illegal drug use can prevent the spread of the AIDS virus. 

() 

Identification Students will identify drug practices that put a person at risk to be 

exposed to the AIDS virus. 

Effective Communication Students will discuss how drug practices increase the risk of exposure 

to the AIDS virus, why some people might continue the practices 

regardless of the AIDS risk, and how such individuals can be 

helped to change their behavior. 

Decision Making Students will decide to: 

• make decisions to avoid illegal drug use 

• not begin to use illegal drugs 

144 


Students will practice positive health behaviors to remove themselves 



• abstaining from illegal drug use 

• participating in activities that enhance self-esteem and selfworth 


( 

crftJ

Mahopac 491 

c 

&w.J..m:?@::f.#.N_~Æt'i%®'Y.

Mahopac 492 




· • Drugs and alcohol lead you to do things you wouldn't do 

drug-free, so don't drink alcohol or use drugs of any kind. 

• The chance of blood entering your bloodstream is very high 

when sharing a needle or other equipment to shoot drugs, so 

don't shoot drugs and don't share a needle or other equipment. 

AIDS - The initials for the disease ''Acquired Immune Deficiency 



and cancer. 

Condom - A sheath used to cover the penis. Condoms come in a 

variety of materials. Rubber is a material that prevents penetration 

of HIVand does not break as easily as other substances. Used 

during sexual intercourse to prevent the transmission of semen, 

blood, or vaginal secretions and protect against the AIDS virus 

(HIV). See Appendix C. 



Semen - The fluid that is expelled from the penis during sexual activity. 

Sexual abstinence - Not having sexual intercourse with another 

person. 

Sexual intercourse - Physical sexual contact between individuals 

that involves the genitalia of at least one person. Includes vaginal 

intercourse, oral intercourse, and anal intercourse. 

Vaginal secretions - Fluids within the vaginal tract. 




(pp.26-27) 

VI Diseàses and Disorders - understanding diseases and disorders 


(pp.28-29) 


transmission 

the consequences associated with AIDS 

Respect for self and others/making responsible decisions to abstain 

Self-discipline/ delaying sexual activity 

C=') 

(' --". 

\. .¡ 

( 

146 

9'9{

Mahopac 493 

( LESSON 36b Grades 9-12 

Objective There are methods of prevention for AIDS; 

Learner Outcome Understand how abstinence from sexual activity is the surest way to 

prevent transmission of the AIDS virus. 

Comprehensive 

Education 

Health 

Topic(s) 



Values Integration Reasoning: Understanding the value of abstinence. 

Respect for Self and Others: Understanding the consequences of 

AIDS transmission.' 



Motivating Activity Students will write commercials on how to prevent the sexual transmission 

of the AIDS virus. 

c 

Identification With teacher, students will list the ways in which the AIDS virus is 

transmitted sexually. 

With teacher, students will identify methods of prevention, recognizing 

that abstinence is the surest way to prevent sexual transmission 

of the AIDS virus. 

Effective Communication In small groups, students will develop prevention messages and 

share them withthe rest of the class. 

Decision Making Students will decide which is the best prevention strategy and why. 

Positive Health Behaviors Students will recognize that abstinence is the surest way to prevent 

sexual transmission of the AIDS virus . 

.' i: 

- 

( 

147 

t.¡C¡J

Mahopac 494 

Teacher Notes on Lesson 36c r> v.. 

Background 

This Jesson is intended to be taught as part of Lessons #36a and #36b, 

so please review those teacher notes and lessons. 

Students must recognize that abstinence will prevent pregnancy. 

They must also recognize that a woman may contract AIDS from 

illegal drug use (intravenous) or sexual intercourse with an infected 

partner (she may not know a person is infected if he is asymptomatic) 

and that there are blood tests that can detect the presence of the 

AIDS virus in a person's blood. Refer to Lesson #3'7for information 

about the limitations of tests when they are performed at early stages 

of infection. 

The unborn baby may contract the AIDS virus during the perinatal 

period (prior to birth or immediately after birth). Approximately 

one-third of the babies born to AIDS-infected mothers will also be 

infected with the AIDS virus. Both prospective mothers and fathers 

should obtain the AIDS virus antibody test if there is a suspicion that 

they have been exposed to the AIDS virus. You may wish to refer to 

the Appendix section on "Current Information on AIDS" for infor- (' . '\) 

mation related to risk factors. , 

Teacher Vocabulary AIDS virus (HIV) test -- A test used to detect antibodies against the 

AIDS virus (HIV) in blood samples. This test does not detect 

AIDS but rather the presence of the virus that can cause AIDS. 



Birth - The act or process of being born. 

Blood transfer - The act of transmitting blood from one individual 

to another. In pregnancy it would occur between the mother and 

unborn baby through maternal/fetal circulation. 

Fetus - Unborn baby developing in the uterus after the end of the 

second month of pregnancy. Before eight weeks the unborn baby 

is called an embryo. 

Infected partner - Individual in a sexual relationship who is carrying 

the AIDS virus (HIV) in his/her body. 

Intravenous drugs .- Drugs that are administered through a needle 


bloodstream. 

Pregnancy 

- The condition of having a developing embryo or fetus 

in the body. (continued on next page) ( 

148 

Cff1

Mahopac 495 

c 

Sexual abstinence - Not having sexual intercourse with another 

person. 

Uterus (womb) - Hollow, muscular, pear-shaped 

in which the unborn baby develops. 

organ in females 

Syllabus 

Connection 





V Fàmily' Life Education - appreciating the role of the family in 



(pp.26-27) 



(pp.28-29) 

VIII Alcoho~ITobacco, and Other Drug Substances .c.... understanding 

the factors.irwolved in using drug substances appropriately and 




(pp.38-39) 

Values Integration Reasoníng/having accurate information before making decisions 

( 

Respect for self and others/planning for a healthy future 

c 

149 

'i'lf

Mahopac 496 

r>. 

\ j 

PREGNANCY-RELATED AIDS CONTINUUM 

INTRAVENOUS 

DRUG USE 

\:XUAL INTERCOURSE} 

AIDS-INFECTED 

PREGNANT WOMAN 

C"; 

-------_ ... 

POSSIBLE 

AIDS-INFECTED BABY VIA 

MATERNAL/FETAL CIRCULATION 

OR DURING BIRTH 

----- 

. () 

150 

V.f~

Mahopac 497 

- 

( 

IJESSON 36c 

, 

Grades 9-12 

Objective There are methods of prevention for AIDS. 

Learner Outcome Understand how to prevent the transmission of the AIDS virus to an 

unborn baby. 

Comprehensive 

Education 

Health 

'Iopicts) 


V Family LifeEducation 

VI Diseases ånd Disorders . 

VIII Alcohol/Tobacco, and Other Drug Substances 


Values Integration Reasoning: Having accurate information before making decisions. 

Respect for Self and Others: Planning for a healthy future. 

( 

Motivating Activity Students will develop a pregnancy-related AIDS continuum. 

Identification Students will identify practices that could put a woman at risk to be 

exposed to the AIDS virus and eventually, if pregnant, to expose her 

unborn child during pregnancy or at childbirth. 

Students will draw a continuum that will illustrate the risk factors. 


Students will discuss how a baby can be affected by its parents' practices 

and what potential consequences might be for individuals 

wanting to have a family in the future. 

Decision Making Students will decide what actions a person could take to break the 

continuum at any point. 

Students will decide how blood tests for prospective parents may 

protect current and future generations. 

Positive Health Behaviors Students will appreciate the need for a healthful lifestyle that does 

not put an unborn baby at risk for the AIDS virus. 

c 

151 

'10/1

Mahopac 498 

Teacher Notes for Lesson 37 

Background The debate provides a vehicle for exploring social issues - in this 

case, the balance between the individual's rights and society's rights. 

Italso provides an opportunity for students to recognize that there is 

a dual responsibility present: to protect oneself from becoming infected 

by the AIDS virus and to prevent communication of the AIDS 

virus to others. 

Information for each debate team can be gained by research that will 

provide current, accurate facts from libraries, local health agencies, 

etc. 

In the past, the individual's rights have predominated in such instances 

as: 

• random drug testing 

• nondiscrimination in housing, education, employment. 

Society's rights have predominated 

in such instances as: 

• inoculations against tetanus, diphtheria, rubella, etc. for 

school attendance 

Mahopac 499 

( 

c 

(I Screening cannot help the infected individual because there is 

no present cure for ARC or AIDS. 

\\I 

Screening can prevent the spread of AIDS by permitting 

infected individuals to abstain from behaviors that put themselves 

and others at risk. 

e Screening would allow for identification, notification, and 

counseling of others who may have been exposed to the 

person with AIDS, to prevent further spread of AIDS. 

œ Screening can alert women to whether or not they are carrying 

the AIDS infection and thus protect unborn babies from the 

risk of infection. 

8 Screening is presently required by the military and may be 

required for immigrants. 

@ Screening can disclose the numbers of people presently 

infected by the AIDS virus, allowing society to predict the 

services that will be necessary to meet the needs of infected 

people as they move through the continuum from asymptomatic 

to ARC to AIDS. Screening will also allow society to 

allocate adequate resources to meet those needs. 



needs and for becoming a contributor to the health of the commu- 

. nity, (pp. 36-37) 

Values Integration Majority rule with respect for minority rights/balancing the individual's 

right to privacy with society's right for public health 

Reasoning skills/thinking for oneself 

Respect for others/ appreciating 

diverse views 

( 

153 

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Mahopac 500 


Objective 





There are social and economic implications of AIDS. 

Recognize a balance between rights of an individual and rights of 

society. 


Majority Rule with Respect for Minority Rights: Balancing the individuals's 

right of privacy with society's right for public health. 


Respect for Others: Appreciating diverse views. 





The class will hold a debate on the following topic: 

Resolved: that mandatory AIDS testing is necessary to protect our ( 

society. 

Students will identify: 

1. How is the AIDS virus transmitted? 

2. What does AIDS testing confirm? 

3. What are the rights of individuals in our society? 

4. What rights does society have to protect itself from spread of 

disease? 

Students will debate and discuss the debate topic. 

After the debate, the students will complete the following: 

• I was surprised that 

• I learned that 

_ 

• I would like to know more about 

Student will recognize that it is acceptable to hold either point of 

view. 

The class will vote on whether or not mandatory AIDS testing is necessary 

to protect our society. 

_ 

_ 

Positive Health Behaviors Students will recognize the balance between the individual's rights ( /' 

and society's rights. 

154 

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Mahopac 501 

( 

Appendix 

( 

c- 

S'of

Mahopac 502 

c 

Appendix A 

Education Law, Regulations of The Commissioner 

of Education, and Rules of the Board of Regents 

The minimum requirements for school health education programs are set forth in the following 

laws, regulations, and rules: 

• Education Law, Section 804 

• Commissioner's Regulations, Part lOO, Sections 100.2,100.3,100.4, and 100.5 

• Commissioner's Regulations, Part 135, Sections 135.1(j) and 135.3. 

The requirement that eàch school develop and implement a set of written policies and procedures 

for dealing with students and employees who use and abuse alcohol, tobacco, and other 

drugs is set forth in the Regents Action Plan to Reduce Alcohol and Drug Abuse in the Schools 

(June 1979). 

( 

( 

155 

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Mahopac 503 

EDUCATION LAW 

ARTICLE 17 - INSTRUCTION IN CERTAIN SUBJECTS 

Section 804. Health education regarding alcohol, drugs, and tobacco abuse. 

1. All schools shall include, as an integral part of health education, instruction so as to discourage 

the misuse and abuse of alcohol, tobacco, and other drugs and promote attitudes and behavior that 

enhance health, well-being, and human dignity. 

2. Instruction regarding alcohol, tobacco, and other drugs shall be included in the health educatian 

provided for all elementary school pupils and shall be taught by the regular classroom teachers 

or by teachers certified to teach health education. Such instruction shall be designed according to 

the need and abilities of the pupils at successive grade levels with the purpose of developing desirable 

health behavior, attitudes, and knowledge as well as self-reliance and problem-solving 

capacity. 

3. Instruction regarding alcohol, tobacco, and other drugs, in addition to continued health guidance 

in the junior high school grades and the senior high schools, shall be an integral part of a 

required health education course at each of these levels in the secondary schools curriculum. Any 

such course shall be taught by teachers holding a certificate to teach health. Related school courses 

in the secondary school curriculum shall be taught in a manner supportive of health education 

regarding alcohol, tobacco, and other drugs. 

4. The commissioner may prescribe in regulations such health education courses which include 

instruction regarding alcohol, tobacco, and other drugs as he may deem necessary and desirable 

for the welfare of pupils and the community. The contents may be varied to meet the needs of 

particular school districts, or portions thereof, and need not be uniform throughout the state. 

S. School authorities shall provide the needed facilities, time, and place for the instruction set 

forth herein and shall provide learning aids and curriculum resource materials which contribute to 

effective teaching methods and learning in health education regarding alcohol, tobacco, and other 

drugs. 

6. All pre-service training programs in the state for elementary school teachers shall include adequate 

preparation regarding the instruction in alcohol, tobacco, and other drugs set forth herein, 

and no teacher shall be licensed except upon satisfactory demonstration of the competencies in~ 

eluded in the institutional proposals approved by the education department. 

7. Nothing contained in this section shall be deemed to diminish or impair the duties of the commissioner 

with respect to the continuing program for critical health problems established by chapter 

seven hundred eighty-seven of the laws of nineteen hundred sixty-seven as amended. The 

commissioner shall coordinate actions taken under authority of this section with the provisions of 

said chapter as they relate to health education in schools, inservice training and training programs, 

and curriculum or syllabus development regarding the deleterious effects resulting from the use, 

misuse, and abuse of alcohol, tobacco, and other drugs. 

lS6 

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Mahopac 504 

c 

COMMISSIONER'S REGULATIONS 

SUBCHAPTERE 

PART100 

ELEMENTA'RY AND SECONDARY EDUCATION SCHOOL PROGRAMS 

Section 100.2 General school requirements. 

(c) Instruction in certain subjects. Pursuant to Articles 17 and 65 of the Education Law, 

instruction in certain subjects in elementary and secondary schools shall be provided as 

follows: 

(3) For all students, health education regarding alcohol, drugs, and tobacco abuse, as 

required by section 804 of the Education Law¡ 

c_ 

Section 100.3 Program requirements for students in grades prekindergarten through six. 

(a) Prekindergarten and kindergarten programs in public schools and in voluntarily 

registered nonpublic schools. 

(1) Each school operating a prekindergarten or kindergarten program shall establish 

and provide aneducalíonal program based on and adapted to the ages, interests, and needs 

of the children. Learning activíties in such programs shall include: 

(vi) Instruction in health education for students in kindergarten pursuant to section 

135.3(b) of this Title. 

' 

(2) Èach such school operating a prekindergarten or kindergarten program shall de- 

,velap procedures to actively involve each child's parents or guardians in such programs. 

" (b) Program requirements in grades one through six. 

(1) Required subjects. During grades one through six, allstudents shall receive instruction 

in arithmetic, reading, spelling, writing, the English language, geography, United 

States history, science, health education, music, visual arts, physical education and, where 

"student need is established, bilingual education and/or English as a second language. 

, , (i) Instruction inhealth education shall be pursuant to section 135.3(b) of this Title. 

( 

Section 100.4 Program requirements for students in grades seven and eight. 

(b) Course requirements in grades seven and eight. 

(1) Students completing grade eight by June 1986 shall receive instruction in English, 

social studies, science¡ mathematics, physical education, health education, visual arts, music, 

and practical arts. 

(2) Except as otherwise provided herein, students completing grade eight in June 1987 

or thereafter shall have completed, by the end of grade eight, the following required instruction 

or its equivalent: . 

(viii) Health education, 1/2 unit of study, as required by section 135.3(c) of this Title; 

(7) The half-unit of study requirement for health education specified in subparagraph 

(2)(viii) of this subdivision may be provided in grade 6, provided that in public schools such 

subject shall be taught by teachers certified in health education. 

Section 100.5 Diploma requirements. 

(a) General requirements for a Regents or a local high school diploma. 

(1) Students first entering grade nine in 1982, 1983, or 1984 shall earn at least 16 units of 

credit or their equivalent, as determined by the commissioner, to receive a local high school 

diploma and 18 units of credit or their equivalent, as determined by the commissioner, to 

receive a Regents high school diploma. Such units of credit shall include: 

(v) Health, one-half unit. 

(2) Students first entering grade nine in 1985 and thereafter, shall have earned at least 

18 1/2 units of credit or their equivalent, as determined by the commissioner, in order to 

receive either a Regents or a local high school diploma. Such units of credit shall include: 

(vi) Health education, one-half unit of credit in accordance with the requirements set 

forth in section 135.3(c) of this Title. 

157 

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Mahopac 505 

COMMISSiONER'S REGULATIONS 

SUBCHAPTER G 

PART135 

HEALTH, PHYSICAL EDUCATION, AND RECREATION 

r: 

\ ) 

... ~..,..o- 

Section 135.1 Definitions. 

(j) Health education means instruction in understandings, attitudes, and behavior in regard to 

the several dimensions of health. This instruction relates to alcohol, tobacco, and other drugs, 

safety, mental health, nutrition, dental health, sensory perception, disease prevention and 

control, environmental and public health, consumer health, first aid, and other health-related 

areas. 

Section 135.3 Health education. (a) Provision for health education. It shall be the duty of the 

trustees and boards of education to provide a satisfactory program in health education in 

accordance with the needs of pupils in all grades. This program shall include, but not be 

limited to, instruction concerning the misuse of alcohol, tobacco, and other drugs. 

(b) Health education in the elementary schools. (1) The elementary school curriculum 

shall include a sequential health education program for all pupils, grades K-6. In the 

kindergarten and primary grades; the teacher shall provide for pupil participation in 

planned activities for developing attitudes, knowledge, and behavior that contribute 

to their own sense of self-worth, respect for their bodies and ability to make construetive 

decisions regarding their social and emotional, as well as physical, health. Personal 

health guidance shall also be provided according to the individual needs of pupils. 

This guidance shall include the development of specific habits necessary to 

maintain good individual and community health. In addition to continued health 

guidance, provision shall be made in the school program of grades 4-6 for planned 

units of teaching which shall include health instruction through which pupils may 

become increasingly self-reliant involving their own health problems and those of the 

group. Health education in the elementary school grades shall be taught by the regular 

classroom teachers. 

(2) All elementary schools shall provide appropriate instruction concerning the Acquired 

Immune Deficiency Syndrome (AIDS) as part of the sequential health education 

program for all pupils, grades K-6. Suchïnstruction shall be designed to provide 

accurate information to pupils concerning the nature of the disease, methods of transmission, 

and methods of prevention; shall stress abstinence as the most appropriate 

and effective premarital protection against AIDS, and shall be age appropriate and 

consistent with community values. No pupil shall be required to receive instruction 

concerning the methods of prevention of AIDS if the parent or legal guardian of such 

pupil has filed with the principal of the school which the pupil attends a written request 

that the pupil not participate in such instruction, with an assurance that the 

pupil will receive such instruction at home. In public schools, such instruction shall be 

given during an existing class period using existing instructional personnel, and the 

board of education or trustees shall provide appropriate training and curriculum materials 

for the instructional staff who provide such instruction and instructional materials 

to the parents who request such materials. In public schools, the board of education 

or trustees shall establish an advisory council which shall be responsible for 

making recommendations concerning the content, implementation, and evaluation of 

an AIDS instruction program. The advisory council shall consist of parents, school 

board members, appropriate school personnel, and community representatives, including 

representatives from religious organizations. Each board of education or of 

trustees shall determine the content of the curriculum and approve its implementation, 

and shall be responsible for the evaluation of the district's AIDS instruction program. 


() 

(, 

'- "' 

158 

ser:

Mahopac 506 

CJ 

(, 

(c) Health education in the secondary schools. (1) The secondary school curriculum 

shall include health education as a constantfor all pupils. In addition to continued 

health guidance in the junior high school grades, provision shall also be made for a 

separate one-half year course. In addition to continued health guidance in the senior 

high school, provision shall also be made for an approved one-half unit course. Health 

education shallbe required for all pupils in the junior and senior high school grades 

and shall be taught by teachers holding a certificate to teach health. A member of each 

faculty with approved preparation shall be designated as health coordinator, in order 

that the entire faculty may cooperate in realizing the potential health-teaching values 

of the school programs. The health coordinator-shall insure that related school courses 

are conducted in a manner supportive of health education, and provide for cooperation 

with community agencies and use of community resources necessary for achieving 

a complete school-community health education program. 

(2) All secondary schools shall provide appropriate instruction concerning the Acquired 

Iminune Deficiency Syndrome (AlbS) as part of required health education 

courses in grades 7-8 and in grades 9-12. Such instruction shall be designed to provide 

accurate information to pupils concerning the nature of the disease, methods of transmission, 

and methods of prevention; shall stress abstinence as the most appropriate 

and effective premarital protection against AIDS; and shall be age appropriate and 

consistent with community values. No pupil shall be required to receive instruction 

concerning the methods of prevention of AIDS if the parent or legal guardian of such 

pupil has filed with the principal of the school which the pupil attends a written request, 

that the pupil not participate in such instruction, with an assurance that the 

pupil will receive such instruction athome. In public schools, such instruction shall be 

given during an existing class period using existing instructional personnel, and the 

board of education 01' trustees shall provide appropriate training and curriculum materials 

for the instructional staff who provide such instruction and instructional materials 

to the parents who request such materials. In public schools/the board of education 

or trustees shall establish an advisory council which shall be responsible for 

making recommendations concerning the content, implementation, and evaluation of 

an AIDS instruction program. The advisory council shall consist of parents, school 

board members, appropriate .school personnel, and community representatives, including 

representatives from religious organizations. Each board of education 01' of 

trustees shall determine the content of the curriculum and approve its implementation, 

and shall be responsible for the evaluation of the district's AIDS instruction program. 

-- 

( \ , 

159 

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Mahopac 507 

Appendix 

B 

SampleAdolescent Pregnancy 

Prevention Projects 

Organization 

Program Activities 

BAINBRIDGE-GUILFORDSCHOOL DISTRICT 

Bainbridge, NY 

CHILDREN'S AID SOCIETY 

New York, NY 

COMMUNITY SCHOOL DISTRICT#5 


HAITIAN CENTERS COUNCIL 


Spring Valley, NY 

ST.JOHN'S EPISCOPALHOSPITAL, SOUTH SHORE 

Queens, NY 

ST.MARY'S SCHOOL FOR THE DEAF 

Buffalo, NY 

160 

Expansion of school-based clinics in one high school 

and two elementary schools; case management for atrisk 

high school students; development of communityschool 

advisory board to implement family life education; 

and family/school workshops on community 

resources and adolescent concerns. 

Development of an entrepreneurial opportunity for 

30 Harlem youth from Community School District #5 

by running a general store; employment readiness 

training; development of a family life/sex education 

curriculum för parents and teens incorporating the National 

Black Theater. 

Targets 100 seventh gradestudents in Central Harlem 

for afterschool programs including basic education 

skills, tutoring, counseling, creative activities, and eareer 

options. 

Targets Haitian students in 12 high schools in Queens, 

Brooklyn, Manhattan, and Spring Valley for workshops, 

rap groups, and individual/group counseling in 

schools; development of linkages with community services; 

and, development of Haitian Teen Help Line. 

Targets 60 ninth and tenth grade high-risk teens and 

parents at Far Rockaway High School for case management 

and workshops for teens and parents on communication 

and sexuality; volunteer "work" experience for 

adolescents with hospital staff acting as mentors. 

Development of a family life education program for the 

families of hearing-impaired adolescents, to enhance 

intrafamilial communication, focusing on the development 

of decision-making skills and vocabulary/ 

concepts regarding sexuality, pregnancy, and parenthood. 


( 

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Mahopac 508 

c 

WYANDANCH YOUTH SERVICES 

Wyandandl, NY 

Development of a comprehensive school-based family 

life education which includes group workshops on selfexpression, 

sexual responsibility, with much of the program 

implemented by teen parent leader groups at the 

Wyandanch School District. 

( 

c 

161 

,(Jo

Mahopac 509 

Appendix C 

Information on Condoms 

Abstinence from sexual activity is the only sure protection 

against HIV transmission. The Surgeon General 

of the United States, the Centers for Disease Control, 

and State and local health departments have included 

condom use as one of the strategies for further preventing 

the spread of HIV. The Board of Regents view the 

use of condoms as extremely high risk behavior. The 

view that condoms should or can be used as a way to 

reduce the risk of transmission of AIDS should not be 

supported. The known failure rates for condoms 

present an unacceptable risk. Individuals, knowing the 

risk and persisting in the use of condoms, should be 

strongly cautioned about the risks of condom failure. 

Information about condoms is being released regulcrly 

by scientists, researchers, and clinicians. Such information 

is published in various professional publications, 

presented at professional conferences, and 

discussed and reported by the general media. Files 

should be kept current. As all of this information becomes 

available, several conflicting issues arise from 

the data related to: effectiveness in preventing transmission 

of HIV, wide discrepancies in reported failure 

rates, and product safety (quality and type of material, 

defective manufacture, proper storage, stress level). 

Before drawing inferences from any of the data, it 

may be helpful to consider the following: 

(I Some studies report laboratory data that is carried 

out strictly under controlled conditions. The 

results of studies conducted under less controlled 

conditions 

may be different and hard to compare. 

• Condom failure rates are reported in studies relative 

to family planning, sexually transmitted dis" 

eases, and AIDS. Motivation for use and proper 

use may vary depending on the purpose of useto 

prevent getting a potentially fatal infection 

rather than to prevent a pregnancy. 

" Studies relating to condom use for protecting 

against HIVare relatively new. In the rush to release 

information, validity and reliability of studies 

may be lacking. 

'" Whether comparisons can be made about effectiveness 

in all settings, under all conditions, and 

for all purposes has yet to be determined regarding 

condom use in prevention of HIV. 

e Authors at times fail to differentiate between the 

issues of whether poor technique in using condoms 

contributed to the fact that the condom 

failed or whether the condom itself failed due to 

rips, tears, holes, etc. Readers, at times, draw their 

own conclusions. 

" There are far more studies in the literature on condom 

use related to family planning and sexually 

transmitted diseases, and these studies serve as 

the basis for determining ranges of condom failure. 

Whether they can be compared against HIV 

has yet to be determined. 

(i 

(; 

162 

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Mahopac 510 

c 

Appendix D 

Current Information 

on AIDS 

c. 

This brief overview provides administrators and 

. teachers with a general understanding of AIDS. It 

should be supplemented as needed with other texts on 

the subject. Knowledge about-the disease and its effects 

on individuals is constantly being updated. Administrators 

and teachers should periodically review and 

update this information to assure that it is accurate, In 

the sections "Description and Cause of AIDS," 'Clinical 

Manifestations:' "Transmission," and "Incidence," 

cited data related to New York State and New York City 

have been provided by the New York State Department 

of Health and the New York City Department of Health 

as reported to the Centers for Disease Control. These 

data represent the combined statistics for New York 

State. National statistics listed herein have been provided 

by the Centers for Disease Control. 

Description and Cause of AIDS 

• Acquired Immune Deficiency Syndrome (AIDS) is 

a disease caused by a virus that attacks the body's 

immune system, making infected people vulnerable 

to opportunistic infections, cancer, and neurological 

disorders. 

• The AIDS virus (called Human Immunodeficiency 

Virus-HIV*) primarily attacks certain white 

blood cells (called T-Lymphocytes or T-4 helper 

cells) that are part of the body's internal defense 

against disease. The virus may also attack the central 

nervous system. 

e An infected person's immune system responds by 

developing antibodies to fight off the invading virus. 

It is these antibodies to HIV, and not the virus 

itself, that can be identified by a blood test before a 

person has any signs of illness. However, the 

body's ability to produce disease-fighting antibodies 

eventually becomes limited in Hlv-infected 

pemons as the virus reproduces and multiplies, 

killing the critical TA cells it has infected. 

Clinical Manifestations 

It HIV infection * may lead to disease * which can 

take many forms. It ranges from the complete absence 

of symptoms to mild .illness, to debilitating 

neurological disorders, and to fatal disease. 

• The condition called AIDS represents a syndrome 

of late-stage diseases in which the immune system 

is unable to fight off other viruses, bacteria, protozoa, 

and fungi, resulting in infections and diseases 

that eventually cause the death of the individual. 

• The condition called AIDS Related Complex 

(ARC) refers to individuals who have a suppressed 

immune system Emd symptoms of AIDS 

but no specific opportunistic infections. For an unknown 

percentage of individuals, ARC isa precursal' 

to AIDS. 

• About three percent of HIV-infected people have 

so far developed AIDS¡ three to five times as many 

HIV-infected people have ARC. Most infected 

people have no signs or symptoms of illness and 

may be unaware they have even been exposed. As 

of July 1987, 38,312 persons had contracted AIDS 

in the United States. About 1.5 million people 

have been infected with HI'" according to the 

Centers for Disease Control. 

• The onset of symptoms associated with either 

ARC or AIDS may take from six months to five or 

(-~. 

* The virus that causes AIDS has also been calIedHTLVIII (HumanT-Lymphotropic Virus III) and LAV(Lymphadenopathy-Associated Virus) by 

some scientists. Currently it is designated as HIV in order to standardize its identification in publications worldwide. 

* HIV infection: often used to describe the condition before symptoms of disease occur. Infection can be indicated within weeks of its occurrence 

by the HIVantibody test. 

* Disease: symptoms and illness 

163 

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Mahopac 511 

I/} 

more years to appear after the virus has entered 

the body. At this time most individuals exposed to 

HIV do not develop either ARC or AIDS, although 

they are carriers of the virus and are capable of infecting 

others. 

Symptoms related to ARC include: 

= loss of appetite 

- weight loss 

-fever 

- night sweats 

- skin rashes 

-diarrhea 

-stíredness 

= Iack of resistance to infection 

-swollen lymph glands. 

The symptoms are likely to be milder than those 

found in persons with AIDS and generally are 

present in a cyclic fashion with illness followed by 

periods of wellness. 

e The symptoms that individuals with AIDS develop 

are related to the opportunistic diseases that 

have taken advantage of the compromised immune 

response due to HIV infection. These symptoms 

are usually persistent and difficult to treat, 

and they progressively debilitate the person to the 

point of death. As noted in the New York State Department 

of Health's booklet 100 Questions and Answers 

- AIDS, they may include: 

-extreme tiredness, sometimes combined with 

headaches, dizziness, or lightheadedness 

-continued fever or night sweats 

- weight loss of more than 10 pounds that is not 

due to dieting or increased physical activity 

-swollen glands in the neck, armpits, or groin 

- purple or discolored growths on the skin or the 

mucous membranes (inside the mouth, anus, or 

nasal passages) 

- heavy; continual dry cough that is not from 

smoking or that has lasted too long to be a cold 

Ol' flu 

-continuing bouts of diarrhea 

-thrush (a thick whitish coating on the tongue or 

in the throat), which may be accompanied by 

sore throat 

- unexplained bleeding from any body opening or 

from growths on the skin or mucous membranes 

- bruising more easily than usual 

- progressive shortness of breath 

= confusion, 

lethargy, forgetfulness, lack of coordination, 

general mental deterioration. 

'» Specific diseases that generally don't affect 

healthy adults are linked with HIV infection. In 

the United States, about 85 percent of the people 

with AIDS have had one or both of two rare diseases: 

Pneumocystis carinii pneumonia (PCP) and 

Kaposi's sarcoma (KS), a rare cancer. Individuals 

with AIDS also develop severe infections with 

yeast, cytomegalovirus, herpes, and toxoplasma. 

Mahopac 512 

- 

( 

(. 

Sexual transmission of the AIDS virus occurs during 

intercourse. Itis thought that it happens through abrasions 

or tiny, unfelt tears that may occur in delicate tissues. 

Such tissue breaks can' allow infected semen, 

blood, or vaginal fluid to enter the bloodstream of a sex 

partner. Anal intercourse is most risky, since tissue 

tearing and bleeding are likely to occur. 

Transmission through parenteral exposure to infected 

blood occurs in persons sharing contaminated 

needles, syringes, and works during intravenous (IV) 

drug use. Small, even invisible, particles of infected 

blood can remain in the drug paraphernalia and can be 

injected into the bloodstream of the next user. 

The risk of AIDS transmission through blood transfusions 

has been almost eliminated since all blood 

banks began testing donated blood for antibodies to 

HIV in 1985. There may be sorne risk to receiving blood 

if it was too. early for the virus to show up when donor 

bloodwas tested. Blood-donor testing has been so effective 

it has reduced the risk of AIDS from blood transfusion 

to one in a million. There is no risk of AIDS from 

donating blood; blood collection centers use new transfusion 

equipment for each demoro 

All infected people, whether or not they have any 

symptoms, are presumed capable of transmitting the 

virus to others through blood-to-blood or semen-toblood 

exchange, or through vaginal secretions-to-blood 

exchange. 

Incidence 

Since the initial recognition of the AIDS virus in 

1981, AlnSh~s become a global problem. Researchers 

predict that up to 10 million people already may be infected 

with HIV; about 1.5 million live in the United 

States. During the six years since AIDS was discovered 

in the United States (1981-1986), over 38,000 Americans 

have been diagnosed with AIDS and more than 50 percent 

of these people have died; 11,760 cases have occurred 

in New York State. Scientists project that as 

many as 500,000 New York residents, mostly in New 

YorkCity, are infected by HIVand that the total number 

of AIDS cases in the State will reach 45,000 by 1991. * It 

is thought by some, that in New York City the incidence 

of deaths from AIDS may be higher for male and female 

IV drug users than for homosexual men. 

In New York State, about 58 percent of all people diagnosed 

with AIDS are homosexual and bisexual men; 

about 32 percent are male and female IV drug users; 

one percent are people who received infected blood 

transfusions; two percent are heterosexual contacts of 

infected persons; and two percent are children born to 

infected mothers. The other five percent are of undetermined 

origin. (Case information cannot be completed 

due to death, refusal to be interviewed, or loss to 

follow-up). 

Research has yet to determine how broadly HIV infection 

is spreading within the general population. 

There is a broad spectrum of opinion about the 

extent of the likely spread in the United States 

of HIV infection in the heterosexual population, 

but there is strong agreement that the 

present surveillance systems have only limited 

capacity to detect such spread. 

Overall, the committee (Committee on a National 

Strategy for AIDS) concludes that over 

the next 5 to 10 years there will be substantially 

more HIV infections in the heterosexual population 

and that these cases will occur predominantly 

in those subgroups of the population at 

risk for other sexually transmitted diseases. * 

Major Risk Factors 

Persons at increased risk for being infected with the 

AIDS virus include: 

Mahopac 513 

tant community institutions, such as religious organizations, 

families, and voluntary organizations, will 

need to adapt the presentation of this information to fit 

within their value systems. Within this framework, individuals 

will be able to determine responsible behavior, 

thereby avoiding adverse health consequences to 

themselves and others. 

The specific wording and style of presentation, once 

developed, should be pretested on representative samples 

of the intended audiences to ensure effectiveness. 

Expert advice, consultation, and creative assistance cart 

be provided by public and private health education experts. 

The following information has been adopted from 

materials distributed by the Centers for Disease Control, 

Atlanta, Georgia, and the New York State Department 

of Health. 

INDIVIDUALS 

IN ALL GROUPS NEED TO KNOW: 

1. Current information on the seriousness of the 

disease 

2. How the AIDS virus is spread 

166 

.. The AIDS virus has been shown to be spread 

from an infected person to an uninfected person 

by: 

- sexual contact (penis/vagina, penis/rectum, 

mouth/rectum, mouth/genital) 

- sharing needles or works used in injecting 

drugs 

- an infected woman to her fetus or newly 

born baby 

-- transfusion Ol' injection of infectious blood 

Ol' blood fractions. 

q¡ An individual can be infected with the virus 

that causes AIDS without having symptoms of 

AIDS Ol' appearing ill. Infected individuals 

without symptoms can transmit the infection 

to others. Once infected, a person is presumed 

infected for life, but actual symptoms may not 

develop for many years. 

.. A single exposure to the AIDS virus may result 

in infection. 

3. How the virus is NOT known to be spread 

.. There is no evidence that the virus is spread 

through casual social contact (shaking hands, 

social kissing, coughing, sneezing; sharing 

swimming pools, bed linens, eating utensils, 

office equipment; being next to Ol' served by an 

infected person). There is no reason to avoid an 

infected person in ordinary social contact. 

.. It is not spread by the process of giving blood; 

new transfusion equipment is used for each 

donor. 

lØ It is not spread by sexual intercourse between 

individuals who have maintained a sexual relationship 

exclusively with each other, assuming 

that they have not been infected through contaminated 

blood, blood factors, IV drug use, or 

a previous sexual partner. 

4. How to prevent infection 

.. Infection through sexual contact can be avoided 

by practicing abstinence Ol' having a mutually 

monogamous marriage/relationship with no 

known risk factors in either partner. Young 

people can stay safe from AIDS by not having 

sex. They need to know it is all right to say no. 

In addition to the risk of AIDS, there are other 

health reasons to postpone sex, including the 

risk of gonorrhea, syphilis, and herpes, and 

unplanned pregnancies. 

" Do not use IV drugs; do not share needles Ol' 

works. Young people can stay safe from AIDS 

by not using IV drugs. They need to know it is 

all right to say no not only to IV drugs but to 

alcohol and drugs of any kind, as these impair 

judgment. In addition to the risk of AIDS, 

there are many other health reasons for abstaining 

from illegal drug use. 

.. If already sexually active: 

- Until you ask a lot of questions about his or 

her past sexual experience and drug use, 

don't have sex with anyone. 

- The more people you have sex with, the 

greater the chances you may get infected, so 

don't have sex with multiple partners. 

- With infected persons, using a condom during 

sex may help keep the virus from getting 

into your body. A condom is a thin rubber 

covering that is slipped over the penis before 

any sexual contact. See Appendix C. 

- The chance of blood or semen entering your 

bloodstream is very high during anal sex, 

since it can cause tearing of delicate tissues, 

so avoid anal sex. 

-- Drugs and alcohol can lead you to-do things 

you wouldn't do drug-free, so don't drink alcohol 

or use drugs of any kind. 

5. If there is suspicion of infection 

.. Abstain from sexual intercourse. 

.. Seek counseling and AIDS virus antibody testing 

to be sure of infection status. Be aware that 

weeks to months may elapse from the time of 

infection to the time that antibodies to the 

AIDS virus appear in the blood. During this 

r: 

v., " 

( : 

( 

" 

r'IJ

Mahopac 514 

( 

( 

•• 

time persons may be infectious but the test may 

be negative. 

41 Obtain counseling and testing if pregn¡;lncy is 

being considered. 

6. How to get more information about AIDS 

• Call an AIDS hotline number .. 

• Call a personal physician, health department, 

or an AIDS community service organization. 

7. Information which will emphasize the seriousness 

of the problem, yet reduce inappropriate 

fear 

.. AIDS is a national emergency requiring attention 

from all citizens. 

(li If people change their behaviors, the spread of 

the AIDS virus can be reduced. 

.. Blood for transfusion in the United States is 

screened for antibodies to the AIDS virus and 

is now essentially safe, but some risks cannot 

be eliminated. 

.. Everyone who engages in high-risk behavior is 

at risk for AIDS, regardless of age, race, or socia 

economic status. 

Research and Treatment 

Researchers in the United States and other countries 

are working diligently to develop a vaccine to protect 

people from HIV. Vaccine development is made more 

difficult because the virus can alter its form in the human 

body. There is no cure for AIDS at this time, nor is 

there any treatment that can restore the function of the 

immune system. A number of antiviral drugs including 

AZT (Azidothymidine) are being tested on patients. 

While AZT has shown some promise in curbing the 

ability of the virus to reproduce itself inside human 

cells, the drug is highly toxic and has serious side effects. 

Some drugs used in cancer control, such as Interferon, 

are also being tried with AIDS patients. 

Societal Issues 

When a disease epidemic threatens society, the 

needs of all people must be considered: those already 

infected with the disease, those threatened by the disease, 

and those who will provide support for others. 

In the past, once treatment or medical prevention for 

an epidemic infection was easily available, society 

sought to protect itself by providing information to as 

many people as possible through school-based courses 

and educational campaigns and, in some cases, by requiring 

mass strategies such as immunization (polio) or 

premarital blood tests (syphilis). 

As the number of AIDS cases mounts, this epidemic 

will have a significant and long-term impact on interpersonal 

and family relationships, medical care delivery; 

public policies, and health care resources. Because 

there is no available treatment, tremendous fears exist. 

Education must be used to curb those fears that can 

lead to discriminatory behavior against people with 

AIDS. The rights of people with AIDS must be 

weighed and protected within the framework of disease 

prevention and withrelatlon to the rightsof those 

not infected. 

Resources for More Information 

and/ or Counseling 

The following is a sample listing of available resources. 

Please review your own community for others. 

Telephone Hotlines (Toll-Free) 

Public Health Service AIDS Hotline 

1-800-342-AIDS 


1-800-541-AIDS 

Information 

Sources 

U. S. Public Health Service 

Public Affairs Office 

Hubert H. Humphrey Building 

Room 725-H 

200 Independence Avenue, SW 

Washingtön, DC 20201 

(202) 245-6867 

AIDS Institute 

Education, and Training 


Corning Tower - 25th Floor 

Empire State Plaza 

Albany, NY 12237 

(518) 473-7924 

American Red Cross 

AIDS Education Office 

1730 D Street, NW 

Washington, DC 20006 

(202) 737~8300 

Hemophilia Foundation 

104 East 40th Street 


(212) 682-5510 

New York:City 

of Health AIDS Hotline 

of Health 

Department of Health: AIDS Information 

. Questions about HIV, about AIDS, and about being 

at risk 

(718) 485-8111 (continued on next page) 

167 

Sly

Mahopac 515 

New York State HIV Counseling and Testing 

For free, confidential counseling, testing, and referrals, 

call regional hotline and ask for an HIV counselor or a 

State health investigator. 

Albany area (518) 457-7152 

Buffalo area (716) 847-4520 

Nassau area (516) 535-2004 

New Rochelle area (914) 632-4133 Ext. 439 

Rochester area (716) 423-8081 

Suffolk area (516) 348-2999 

Syracuse area (315) 428-4736 

Community 

Service Programs in New York State 

For free, confidential assistance, call regional area programs. 

AIDS Council of Northeastern 

Albany (518) 445-AIDS 

Western NY AIDS Program, Inc. 

Buffalo (716) 881-AIDS 

NY 

Lang Island Association for AIDS Care, Ine. 

Nassau and Suffolk Counties (516) 385-AIDS 

Mid-Hudson Valley AIDS Task Force 

Westchester County (914) 993-0607 

AIDS Rochester, Inc. 

Rochester (716) 232-4430 

Central NY AIDS Task Force 

Syracuse (315) 475-AIDS 

Southern Tier AIDS Task Force 

Binghamton (607) 723-6520 

Hemophilia Foundation 

NYC (212) 682-5510 

Montefiore Hospital 

Bronx (212) 920-4017 

Pediatrics and Pregnant Women 

Albert Einstein College of Medicine 

(212) 430-3333 

Drug-Related Issues 

New York State Division of Substance 

Abuse Services 

1-800-522-5353 

Urban Resource Institute 

Brooklyn (718) 852-8042 

Beth Israel 

NYC (212) 420-2650 

Substance abuse treatment or prevention program in 

your community. 

c 

168 

( 

\ 

S"15'

Mahopac 516 

( 

Appendix E 

Compendium of Teacher 

Vocabulary Lists 

c__ 

(~ 

Abstinence - No sexual intercourse, no IV drug use. 

Acquired Immune Deficiency Syndrome - A disease 

caused by a virus which breaks dowr\ the body's immune 

system, making it vulnerable to opportunistic 

infections and cancer. 

Addiction - Habitual use of a substance (like IV drugs) 

and inability to stop the craving for such 'asubstance. 

AIDS - The initials for the disease "Acquired Immune 

Deficiency Syndrome." A disease caused by a virus 

which breaks down the body's immune system, 

making it vulnerable to opportunistic infections 

and cancer. 

AIDS virus (HIV) test - A test used to detect antibodies 

against the AIDS virus (HIV) in blood samples. 

This test does not detect AIDS but rather the presence 

of the virus that can cause AIDS, 

Antibodies - Substances in the blood produced by the 

body's immune system to fight against invading organisms. 

Antigen - A substance that stimulates the production 

of antibodies. 

ARC - AIDS Related Complex. A condition caused by 

the HIV in which an individual tests positive for 

HIVand has a specific set of clinical symptoms that 

are often less severe than those of AIDS; 

Asymptomatic - No apparent symptoms of illness 

even though the individual tests positive for HIV. 

Birth - The act or process of being born. 

Bisexual - A person who has sexual preference for 

both males and females. 

Blood transfer - The act of transmitting blood from 

one individual to another. In pregnancy it would occur 

between the mother and unborn baby through 

maternal/fetal circulation. 

Carrier - A person who harbors a specific infectious 

agent, in the absence of clinical disease, and serves 

as a potential source of infection. 

Casual contact - The usual daily interaction between 

people at work, in school, or in social situations. 

Communicable disease - A, disease that is transmitted 

directly or indirectly from one person to another. It 

is caused by bacteria, viruses, and other organisms 

or their toxic products. 

Condorn - A sheath used to coverthe pertis. Condoms 

come in a variety of materials .Rubber is a material 

that prevents penetration ofHIV and does not break 

as easily as other substances. Used during sexual 

intercourse to prevent.the transmission of semen, 

blood, or vaginal secretions and to protect against 

the AIDS virus (HIV). See Appendix C. 

Contaminated needle/works - A needle or works that 

has been previously used, with infected blood or 

blood particles left on the needle/works to be 

passed on to the next user. 

Droplet spray - Organisms that are projected in droplets 

of water when an infected person coughs or 

sneezes and are received in the eyes, nose, or 

mouth of a nearby person. 

Fetus - Unborn baby developing in the uterus after the 

end of the second month of pregnancy. Before eight 

weeks it is called an embryo. 

Heterosexual - A person who has sexual preference 

for a person of the opposite sex. 

HIV - The Human Immunodeficiency Virus. It causes 

AIDS by attacking the body's immune system, making 

infected people vulnerable to fatal infections, 

cancer, and neurological disorders. 

Homosexual - A person who has sexual preference for 

a person of the same sex. 

Host - Any person in whom an infectious 

live and multiply. 

agent can 


legal means or for legitimate medical purposes. 

Immune system - A body system that helps fight off 

invading organisms and disease. 


169 

Stf!

Mahopac 517 

Immunization - A method of producing resistance to 

an infectious disease, usually by vaccination or inoculation. 

Incubation period -- The time interval between invasion 

by an infectious agent and appearance of the 

£irst sign or symptom of the disease in question. 

Infected partner - Individual in a sexual relationship 

who is carrying the AIDS virus (HIV) in his/her 

body. 

Infectious agent - An organism (virus, bacterium, 

etc.) that is capable of producing infection or infectious 

disease. 

Intravenous drugs - Drugs that are administered 

through a needle and syringe and injected directly 

into a vein and thus into the bloodstream. 

Kaposi's sarcoma - A cancer or tumor of the blood 

and/or lymphatic vessel walls. It usually appears as 

blue-violet to brownish skin blotches or bumps. 

Lymphocyte - A type of white blood cell that is produced 

in the bone marrow. Some of these cells migrate 

to the thymus, where they develop as T-cells. 

Other lymphocytes that mature in the bone marrow 

orin organs other than the thymus are called B- 

cells. The B-cells manufacture antibodies, and the T- 

cells regulate antibody production. In healthy people 

about 60 percent of circulating lymphocytes are 

helper T-cells. With AIDS, only about two percent 

of the lymphocytes are helper T-cells. With fewer 

helper T-cells, the body is unable to recognize and 

attack invading organisms. 

Method of entry - Manner in which organisms enter 


Method of escape - Manner in which organisms leave 


Mode of transmission - Manner in which an infectious 

agent is transmitted from one person to another. 

Monogamous - Having sexual intercourse with only 

one individual over a very long period of time. 

Needles and works - Devices used to prepare and inject 

drugs directly into the vein and thus into the 

bloodstream. 

Noncommunicable disease - A disease that is not 

transmitted from person to person. 

Opportunistic infection - An infection caused by a mí- (~~ 

croorganísm that rarely causes disease in persons 

with a normal immune system. 

Organism - Any living thing, such as a virus, a bacterium, 

etc. 

Pneumocystis carinii pneumonia - The most common 

life-threatening opportunistic Infection diagnosed 

in AIDS patients. It is caused by a parasite, 

Pneumocystis carinii. 

Pregnancy - The condition of having a developing embryo 

Ol' fetus in the body. 

Risk factor - Activity that makes a person more susceptible 

or more likely to be exposed to the AIDS 

virus (HIV). 

Semen - The fluid that is expelled from the penis during 

sexual activity. 

Sexual abstinence - Not having sexual intercourse 

with another person. 

Sexual intercourse - Physical sexual contact between 

individuals that involves the genitalia of at least one 

person. Includes vaginal intercourse, oral intercourse, 

and anal intercourse. 

Spectrum - A range of factors associated with HIV infection 

or a range of outcomes. ( 

Susceptible host - A person not possessing sufficient 

resistance against a particular organism to prevent 

contracting the infection when exposed to the organism. 

'f-cells - A class of lymphocytes that play a major role 

in carrying out the activities of the immune system. 

Some T-cells are called helper T-cells. 

Transmission - The passing of infectious agents from 

one person to another. 

Uterus (womb) - Hollow, muscular, pear-shaped organ 

in females in which the unborn baby develops. 

Vaginal secretions 

that can cause infec- 

Virus - A microscopic organism 

tions. 

- Fluids within the vaginal tract. 

( 

170 

SI?

Mahopac 518 

c 

Additional 

Notes 

(~. 

C~ 

sj¡

Mahopac 519 

I 

EDUCATION 

t;... ·•. ·.. '.• ·.·.·· 

··.·.·."· 

... ·.'".' 

(~i" 

A monthly publication tarqeted to keeping schools informed 

by presenting the current issues, identifying nationalresources, 

and disseminating information about programs to combat AIDS. 

Vol. i , No. 4 December 1987 , 

AIDS Statistics. . l GeorgiaP()licy Statement on AIDS. 

· 5 

AIDS Information Update. . 2 Adolescents and Homosexuality . . · 

5 

AIDS on· the College Campus. . 2 Decrease in Drug Treament Caùses 

Surgeon General Take¡:¡Different Approach. .. 3 Increase in AIDS . .. 6 

Teaching AlPS: A Resource Guide an Fear of AIDS Curtails Travel. 

· 

6 

Acquired Immune Deficiency Syndrome. . . 3 AID~, Drug Abuse & VeneraI Disease. .. · · 6 

Handicapped Children and AIDS . 3 Workshop .. . · . · 7 

Controversial Amendment to Appropriations U ..S. AIDS Guide 

· . 7 

Bill . . . . . 4 Resource Guide. . S 

The Cost of AIDS. . . . . 4 Employment. 

· . .. S 

Twenty-five percent 

.drug abuse . 

AIDS STATISTICS 

of AIDS patients in the United States have a history of 

Heterosexuals repres~nt approximately4 percent of reported AIDS cases in 

the United States. About 70 percent of these people are intravenous drug 

users. 

Of about 20,000 hemophiliacs in the U.S. whq were at risk of exposure to the 

AIDS virus from blood transfusions prior to 1985, approximately 70 percent 

are infected with the AIDS virus. To date, 331 have develbped AIDS. 

Military screening for AIDS yields a variety of information .. There seems to 

be no trend in the percentage of recruits who are infected with the AIDS 

virus. The prevalence of infection among black male recruits is five times 

greater than among white male recruits. The incidence of infection in male 

recruits is three times that of females. Older male recruits are more 

likely to be infected than recruits under 21. 

A study of homosexual and bisexual men in San Francisco initiated in 1978 

has yielded an estimate that 70 percent of th~se men are now infected with 

the AIDS virus, and that about 10percent now have AIDS. Another stuÇlyof a 

similar group of men has led to predictions that among homosexual and bisexual 

men infected with the AIDS virus, 15 percent will develop AIDS within 

5 years of infection, 24 percent after 6 years and 36 percent after 6-1/2 

years, illustrating' that the risk of developing AIDS from the AIDS virus 

increases with the passage of time. Source: Science, June 12, 1987. 

lG ~ 

(Î:.>!r. .' 

~'--,,~- -:j 

FREE BROCHURE 

"Teens and AIDS: Playing It Safe" is a IO-page color brochure published by 

the American Council of Life Insurance and Health Insurance Association of 

America. It provides easy-to-read, pictorial, and factual information.to 

teenagers on the topic of AIDS: To obtain a free copy, send a selfaddressed 

22 cent postage paid· envelope to: National Professional 

Resources, Inc., P.O. Box 1479, Port Chester, NY 10573. 

Published by National Professional Resources, Inc. 

P.O. Bol' 1479, Port Chester, NY 10573 

Tel: 914-937-8879' 

Editor: Robert Hanson, Ed.D. 

Associate Editor: Paul Irvine, Ph.D. 

Contributing Editor: Margaret Pinsker, M.S., N:C.C. 

Published Sept embe r+Juna (lo issues) $68 

ISSN 0895-8882 

Special Net User Name: NYN.P.R. Inc. 

Copyright 1987 

t"~

Mahopac 520 

page 2 AIDS Education December 1987 

AIDS 

INFORHATIONUPDATE 

Statistics from the Centers for Disease Control: 

* An estimated 1.5 million Americans are infected with the 

AIDS virus. 

* 

42,354 cases of AIDS have been reported to date. 

24,412 deaths from AIDS have been reported. 

While 90 percent of reported cases are homosexuals and intravenous drug 

abusers, heterosexual transmission of AIDS is increasing very rapidly - from 

one percent of reported cases in 1983 to 4 percent at the present time. 

There is at least preliminary evidence that male homosexuals are heeding 

advice about "safer sex" and consequently reducing the incidence of AIDS, 

but reported cases of syphilis were up 29 percent in the nation, suggesting 

that heterosexuals are not taking the elementary precautions that can 

prevent both syphilis and AIDS. 

There is new research evidence that virtually all persons infected with the 

AIDS virus will develop the disease, rather than only five to ten percent as 

was once hopefully projected. 

It now appears that the incubation period of AIDS, once thought to average 

4-1/2 years, is at least 8 years. One implication of this finding is that 

if AIDS is today invading new groups of people, heterosexuals for example, 

the impact of this spread of the disease may not bé felt until the mid- 

1990's. . 

CC) 

A medical solution to the problem of AIDS appears to be years away. The 

AIDS virus mutates so rapidly that there may be so many strains that 

vaccination is not an effective preventative measure. 

In the absence of medical prevention, AIDS education represents the only 

available means of controlling the AIDS epidemic. 

Source: Money, November, 1987. 

AIDS ON THE COLLEGE CAMPUS 

The American College Health Association has published a useful book, AIDS on 

the College Campus. The contents include .policy statements and recommended 

actions in the areas of housing, antibody testing, confidentiality, policy 

development, and AIDS education. The Association's general policy statement 

on AIDS, which appears as the first chapter, has been adopted by 400 

colleges. Especially useful to many institutions will be the compilation of 

recommended educational activities, classified according to the financial 

and personnel resources available to the school. 

AIDS On the College Campus may be obtained for $7.50 ($5.00 for ACHA member 

institutions) from: 

American College Health Association 

15879 Crabbs Branch Way, Rockville, MD 20855,(301) 963-1100 

iO·~".··" \, ,. 

óJ..o

Mahopac 521 

December 1987 AIDS Education page 3 

C) 

THE SURGlWN GENERAL TMŒS A DI:uE.lŒNT APPROACH 

The Surgeon General of the United States, in contrast to the approach taken 

in the Department of Education's "AIDS and the Education of our Children," 

continues to strongly emphasize the use of condoms by all sexually active 

people unless they can be certain that their sex partners are free of 

infection from the AIDS virus. In an editorial in the Journal of the 

American Medical Association, Surgeon General C. Everett Koop says that 

while frankness on this subject may be difficult for many doctors, the. 

alternative may ,be death. "Some of you," he wrote, "find it unpleasant to 

recommend condoms to young people. So do I. Acquired immunodeficiency 

syndrome is an unpleasant disease and recommending condoms to those who need 

protection is preferable to treating AIDS. II 

Source: Gannett Westchester Newspapers, October 13, 1987. 

TEACHING AIDS: A RESOURCE GUIDE ON ACQUIRED IMMUNE DEFICIENCY SYNDROME 

Marcia Quackenbush and Pamela Sargent. Network Publications, P.O. Box 1830, 

Santa Cruz, CA 95061-1830. $14.95 plus 15 percent shipping and handling. 

(p. 

"V 

A well structured, comprehensive guide for professionals who want to incor~ 

parate AIDS education into their health or family life curriculum. The 

Guide is divided into four sections: curriculum, teaching plans, teaching 

materials, and background materials. 

The curriculum includes a rationale for teaching adolescents about AIDS, a 

section of basic information, part of .which is presented in an easy-to-read 

question-and-answer format, and a sample lecture. The teaching plans 

section presents various approaches to teaching about AIDS in the classroom, 

giving material för one or more classroom sessions. Included in the 

teaching materials section are several worksheets for use in class or as 

homework assignments, as well as an AIDS information quiz. An excellent 

discussion entitled, "What Can Go Wrong in Teaching about AIDS?" and general 

guidelines for discussing sexuality in the classroom are contained in the 

last section. 

While the guide is a superior teaching aid, its targeted audience is somewhat 

unclear. The preface mentions that it was developed as an outgrowth of 

a workshop held for middle school and high school teachers; the back cover 

states that it is appropriate for "teenagers, junior college students and 

adult community education." The Guide's fact sheet on safe and unsafe 

sexual practices may not be suitable for middle school children. 

HANDICAPPED 

CHILDREN AND AIDS 

/(-'1 

.-;_ i 

\"/ 

Children with some psychiatric disorders may be at higher risk of contracting 

AIDS than their non-handicapped peers, according to èhild psychiatrist 

Harold Koplewicz. Children with Attention Deficit/Hyperactivity 

Disorder act impulsively, conduct disordered children defy authority, and 

psychotic children are often unable tó think clearly, he says, making thetn 

more likely to engage in behaviors that make them vulnerable to AIDS 

infection. Source: Education Week, November. 4, 1987 . 

scRl

Mahopac 522 

page 4 

AIDS Education 

CONTROVERSIAL AMENDHENT TO APPROPRIATIONS BILL 

December 1987 

Under an amendment attached to a Senate appropriations bill, the Centers for 

Disease Control would be prohibited from funding any AIDS-education program 

that directly or indirectly promotes homosexual activities or fails to 

emphasize the value of abstaining from non-marital sex and illegal drug use. 

The amendment was introduced by Senator Jesse A. 'Helms of North Carolina, 

and passed by a vote of 94 to 2, with Senators Lowell. P. Weickerk of 

Connecticut and Daniel P. Moynihan of New York voting against it. 

Opponents of the amendment's restrictions, argue that the amendment will 

damage many organizations that are doing effective work in AIDS education, 

and that it will serve to curtail services to a major risk group - homosexuals 

- and will in turn increase risk to the entire population, since 

AIDS is increasingly being transmitted through heterosexual contact. 

House and Senate appropriations bills, as they now stand, would provide in 

excess of $300 million for C.D.C.'s AIDS programs next year, including 

increases for its education efforts and at least $10 million for school 

programs. 

Sources: Education Week, October 21, 1987. 

Tim Sweeney in U.S.A. Today, October 23, 1987. 

Edward I. Koch in The New York Times, November 7, 1987. 

THE 

COST OF AIDS 

Because of the high cost of caring for AIDS patients, together with the 

increasing number of people with the disease, the resulting financial burden 

will affect almost all Americans. It is estimated, for example, that 

hospital charges will rise at a rate of 20 percent a year - partly because 

of AIDS - and health, life and disability insurance premiums in some states 

will rise 25 percent or more. 

Other hea1thcare programs are being curtailed in some localities as funds 

are diverted to treatment of AIDS. Apprehension about AIDS is also 

partially responsible for the reduction in the number of young people 

entering nursing and other health professions. By 1991, AIDS will probably 

become the leading cause of death among Americans aged 25 to 44. The burden 

imposed by this disease will undoubtedly negatively affect employee benefit 

programs, while increasing the cost of medical care and insurance. 

Loss of productivity is the greatest economic cost of AIDS. One economist 

estimates that in 1986, $7 billion was lost to the U.S. economy due to the 

disability and early death of people with AIDS, 2 percent of the wages lost 

due to illness. 'By 1991, $56 billion will be lost, amounting to 12 percent 

of the economic cost of all illness. 

Since there is no medical solution - no cure - likely in the near future 

education remains the most efficacious means of protecting the American 

population against AIDS. 

Source: Money, November, 1987. 

i 

l 

f:?:¿

Mahopac 523 

.r-. 

¡ \.L) 

December 1987 AIDS Education page 5 

TIm GEORGIA DEPARTMENT OF EDUCATION PROMULGATES 

A POLICY STATEMENT ON AIDS 

The Georgia Department of Education recently promulgated a policy statement 

on AIDS. Major provisions include: no infected student will be denied an 

education solely because of infection with AIDS, and a determination will be 

made in each case as to whether an infected child will be educated in the 

regular school program or in a special setting; testing of a student or 

employee for AIDS may be required by a local school sys't.em, following 

specified procedures; all information about persons infected or suspected of 

being infected with AIDS will be maintained in a strictly confidential 

manner; each school system must provide AIDS education programs to its 

students, teachers and employees. 

If you would like to receive a copy of the Georgia policy statement, send 

your request with a stamped 39 cent business envelope to: 

National Professional Resources, Inc. 

P.O. Box 1479 

Port Chester, New York 10573. 

ADOl.FSCENTS 

AND HOMOSEXUALITY 

Gayand lesbian adolescents at that stage of development when young people 

are especially vulnerable to social pressure now are having to deal with the 

additional threat of AIDS. 

To deal with the question of "coming outil,the painful process of accepting 

one's homosexuality and revealing it to family and friénds, young people 

now, with the advent of AIDS, face more difficulty and abuse than in the 

recent past. 

The open discussion of AIDS in the past two years has promoted more 

enlightenment about homosexuality but also has come to be a weapon used to 

ridicule and abuse homosexuals. Young homosexuals who come out are at high 

risk not only for AIDS, but for being turned out of their homes, for 

becoming targets of ostracism, violence and abuse, and for suicide. 

All this is complicated by the typical adolescent sense of invulnerability; 

gay teenagers may see themselves as invulnerable to AIDS in the same way 

that heterosexual teens feel that they are immune to pregnancy. 

Source: Newsday, November 10, 1987. 

NETWORKING 

The editors of AIDS Edu~ation would like to receive information about 

policies and procedures developed by your organization that would be of 

value to our readers. Credit to your authors/organization will be -given for 

those items that we use. 

.~ 

e- 

s~1 

I

Mahopac 524 


('''1 

DECREASE IN DRUG TREATHENT CAUSES INCREASE IN AIDS ,._.j 

A dramatic illustration of the relationship between drug use and AIDS is 

contained in a recent report in The New York Times. It is well known that 

one of the main ways the AIDS virus is spread is by addicts who share 

needles and have sexual contact with non-addicts. Effective drug treatment 

therefore, can stop AIDS at one of its major Sources. But this fact is not 

represented by financial support for drug programs. Federal financing of 

drug treatment programs was reduced between 1981 and 1986. Last year's 

Anti-Drug Abuse Act provides a one-year infusion of additional funds, but 

the Administration has recommended that after 1987, funding be returned to 

its previous lower level. At present, a shortage of treatment services 

means that some drug addicts have to wait as long as year to be treated. 

It is estimated that each person infected'with the AIDS virus infects about 

five other people. One authority points out that for each person successfully 

treated in a drug treatment program, five others have been protected. 

The cost of treating an addict with methadone is about $3,000 a year, a 

small fraction of the cost of treating an AIDS patient. 

Creation of needed drug treatment spaces will help to curtail not only 

addiction, but also the spread of AIDS. 

Source: The New York Times, October 4, 1987. 

FEAR OF AIDS CURTAILS TRAVEL 

Travel by Americans to Africa dropped 35 percent between 1985 and 1986, and 

was down another 47 percent for the first three months of 1987. Fear of 

AIDS seems to be the main reason for the decrease - tourists are simply 

going elsewhere. 

,,("-~-"" 

~) 

"-~/ 

Source: Insight, September 14, 1987. 

AIDS ~ DRUG ABUSE AND VENEREAL DISEASE 

Syphilis is increasing dramatically in the United States, especially among 

minor~ty heterosexual men and women in urban areas, according to a report in 

The New York Times. Nationally, the number of reported cases increased 35 

percent between January and September of this year. Although there is no 

simple explanation for the increase, it is more than coincidental that 

programs for combating venereal disease have been curtailed by the diversion 

of some of their funding to AIDS programs during the last four years. 

And even though injecting drugs is a major contributor to the spread of the 

AIDS virus, federal financing for drug treatment programs declined from 1981 

until last year, when President Reagan signed the Anti-Drug Abuse bill, 

which provides only a one-year increase in funds. Needed: A coordinated 

program for attacking the related problems of AIDS, drug abuse and venereal 

disease. 

Source: The New York Times, October 4, 1987. 

((2) 

. . 

" 

s::¿'I 

¡ 

I 

I

Mahopac 525 

([') 

~j 

December 1987 AIDS Education 

WORKSHOP 

page 7 

Daytop's Promethean Institute, a solar complex located in the Pocono 

Mountains, is offering a unique informational and experiential training 

workshop for professionals concerned with AIDS and substance abuse rehabilitation. 

A full schedule of sessions and workshops will provide 

practical help and emotional support for dealing with the realitie~ of AIDS 

and substance abuse. 

This retreat, scheduled for 5 full days, December 13-18, 1987 is focused on 

the concerns of AIDS within the Therapeutic Community. Participants will 

benefit from the most current information about AIDS and the treatment of 

substance abuse. They will have the opportunity to share their experiences 

with fellow professionals, while learning with a faculty drawn from the 

fields of medicine, nursing, drug abuse treatment, policy "planning, 

research, psychodrama and administration. 

o,ti) 

This comprehensive training incorporates didactive, experiential 

interactive learning models. Participants will have the opportunity to: 

* Review the current impact of AIDS on the therapeutic 

community 

Receive the latest medical information on AIDS 

*,': Receive comprehensive administrative, clinical and legal 

information on AIDS related issues 

Participate in innovative training utilizing the tools and 

* 

techniques of psychodrama 

·l< Engage in practical, clinical problem solving . 

,,;'( 

Assess individual risk status and its impact on job 

performance, particularly in the T.C. 

,'( Explore personal responses to AIDS in a non-threatening, 

goal focused environment. 

For more information, contact: Daytop's AIDS Education Services, 

54 W. 40th St., New York, NY 10018, "(212) 354-6000, Gina Ingber. 

and 

u.S. 

AIDS GUIDE 

The U.S. Department of Education" is distributing a handbook that constitutes 

the Department's first set of recommendations on how young people should be 

educated about the dangers of AIDS. The 28-page handbook, "AIDS and the 

Education of our Children: A Guide for Parents and Teachers," emphasizes 

sexual abstinence and monogamy, with only secondary attention given to 

available means of reducing the risk of spreading the disease throug~ drug 

use or sexual intercourse. Addressed to parents and teachers, the handbook 

includes a section designed to assist educators in developing AIDS education 

programs. 

Copies of the handbook are being distributed to school böards and 

principals, and to parent groups. To request a copy, write to: 

Consumer Education Center, Dept. E.D. 

Pueblo, CO 81009 

~~ Source: The New York Times, October 7, 1987. 

.->,;(J'-:-

Mahopac 526 


RESOURCE GUIDE 

AIDS: A Resource Guide for New York City is a directory of services 

available in New York City. Included 'are information services, patient 

services, counseling, home care, financial assistance, and legal services. 

This guide, while local in its content, will be useful to those in other 

localities who are responsible for the preparation of résource materials. 

To obtain a copy of AIDS: A Resource Guide for New York City, contact: 

New York City Department of Health 

Division of Health Promotion, 125 Worth Street 

New York, NY 10013 - (212) 566-7103 

EMPLOYMENT 

Subject: 

Claping Date: 

State: 

Position Title: 

Employment 

Not Available 

DC 

Research Assistant, AIDS Education Project 

DESCRIPTION: The Council, of Chief State School Officers (ccssa) is a 

non-profit organization comprised of the officials who head departments of 

public education in each state, the District of Columbia, and the five 

extra-state jurisdictions. The Council is seeking to fill the position of 

Research Assistant for the AIDS Education Project to Assist State Education 

Agencies Increase the Number of Schools Providing Effective AIDS Education. 

The AIDS Education Project is an activity of the CCSSO'Resource Center on 

Educational Equity. The Research Assistant will work under the direction of 

the AIDS Education Project Director. 

In year one of the five year project period, CCSSO will develop and implement 

three, two-day regional training workshops for state educational 

agencies (SEAs). Workshops will: Address those issues that SEA staff have 

identified as barriers to providing effective AIDS education, and facilitate 

planning for SEA approaches to AIDS education. 

Given the disproportionate impact of AIDS on racial and ethnic minorities, 

SEAs have identified a strong need for materials, programs, and strategies 

to enable school staff to communicate with knowledge and sensitivity to 

minority youth about AIDS. 

For further information, contact: Ms Jane Kratovil, 

Director, Council of Chief State School Officers, 

400 North Capitol Street, NW, Washington, DC 20001, 

AIDS Education Project 

379 Hall of the States, 

(202).393-8161 

FREE BULK COPIES 

Bulk ,copies of an available back issue of AIDS Education are yours free of 

charge for meetings or workshops. Let us know the number you need and the 

purpose and date of the event. Allow four weeks notice to assure delivery 

in time. Write: National Professional Resources, Inc., P.O. ,Box 1479, Port 

Chester, NY 10573. 

.5';).fi:;

Mahopac 527 

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2. EXPLORE your choices. 

There is always more than one 

option for solving a problem. 

What are some choices that Tricia 

had at the Victory Party? 

530

Mahopac 531 

3. CONSIDER the consequences 

of each choice. Look at both the 

positive and negatives. 

1. 

2. 

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4. 

5. 

6. 

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OPTIONS POSITIVE NEGATIVE 

CONSEQUENCES CONSEQUENCES 

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Mahopac 532 

4. IDENTIFY your values. Based 

on the things that are important 

to you, choose an option that will 

allow you to live with yourself. 

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-Friendship 

-Family 

-Future plans: college, work, social 

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-Financial Independence $ 

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Mahopac 533 

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Mahopac 534 

6. EVALUATE your decision. 

-Did it work out for you? 

-Would you do the same thing 

again? 

elf you are not happy with it, ca~ 

you go back and fix it? • 

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Mahopac 535 

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Mahopac 538 

3. Identify the Possible 

Outcomes for Each Option 

• Have you listed all the pros and cons for 

each option? 

• Have you factored in your values when 

listing pros and cons? 

• Have you gathered all of the information you 

will need to make a decision? 

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Mahopac 539 

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5. Evaluate the Outcome 

• What did you learn from the experience? 

• What would you do differently? 

• How would you avoid the problems in the 

future? 

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Mahopac 541 

Sexually Transmitted 

Diseases 

STD's 

• STO's are serious, sometimes 

painful, and can cause a lot of 

damage 

• Some only infect your sexual and 

reproductive organs. Others 

(HIV, hepatitis B, syphilis) can 

cause general body infections 

• STO's are spread by intimate sexual 

contact 

• Most STO germs need to live in 

moist, warm areas 

s-'1(

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Mahopac 542 

• Chlamydia or NGU - bacteria 

• Symptoms can show up in 7 - 28 days 

after intimacy 

• Watery/white discharge from genitals 

• Burning sensation during urination 

• Pain in abdomen, fever, nausea 

• Swollen or-tender testicles 

• Gonorrhea - bacteria 

• Symptoms can show up in 2 - 21 days 

after intimacy 

• Thick yellow or gray discharge from 

genitals 


• Pain in abdomen, fever, nausea 

• Swollen or tender testicles 

st~ I

Mahopac 543 

, , 

• Syphilis - bacteria 

Primary. 

• Symptoms can show up in 1 - 12 

weeks after intimacy 

• A painless sore on mouth or sex 

organs (chancre) 

• After 1 - 5 weeks sore wi II 

disappear; still infected 

Secondary 

• Symptoms can show up in 1- 6 

months after intimacy 

• Body rash 

• Flu like symptoms; will go away 

but you are still infected 

rrs

Mahopac 544 

• Trichomoniasis 

- bacteria 

• Symptoms can show up in 3 - 14 

days after intimacy 

• Yellow, greenish or gray 

from genitals 

discharge 

• Itchy, burning in genitals 


All can result in PID 

Pelvic Inflammatory Disease 

Sterility 

Increased risk of ectopic pregnancy 

Damage to reproductive organs 

Heart trouble, skin disease, arthritis 

5--t¡r

Mahopac 545 

• Genital Warts 


months after contact with H PV' 

(Human Papilloma Virus) 

• Small itchy bumps on the genitals 

• Itching or burning around genitals 

• Warts can go away but virus will 

stay in the body 

• Warts can remain unchanged or 

grow and spread 

• A mother can infect her baby 

during birth 

Jo/S

Mahopac 546 

• Herpes 


days after contact intimacy 

• Sorne people have no symptoms 

• Herpes Simplex I - Oral HerQes 

• Flu-like feelings 

• Small painful blisters ln/en the 

mouth and/or cheek 

• Itching or burning before blisters 

appear 

• Blisters can last 1 - 3 weeks 

• Blisters go away but you still have 

Herpes. Blisters can come back 

5''f{¡;

I .,. 

Mahopac 547 

Herpes Simplex II - Genital Herpes 

• Small itchy bumps on the genitals 

• Itching or burning around genitals 

• Flu-like feelings 

• Small painful blisters in/on the 

genitals 

• Itching or burning before blisters 

appear 

• Blisters can last 1 - 3 weeks 

• Blisters go away but you still have 

Herpes. Blisters can come back 

• A mother can infect her baby 

during birth 

¡-C¡ l

j----_. - New York Civil Liberties Union

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