instructor will present a factual, substantiated discussion of HIV/AIDS
which will develop the following concepts (as stated in current
HIV is the virus that causes AIDS, and the entire spectrum of the HIV infection should be examined.
HIV destroys the body's ability to fight infection.
Comprehensive information regarding the modes of transmission of HIV
can help the student recognize high risk behaviors.
Most modes of transmission of HIV are preventable.
People's attitudes affect their behavior, including behaviors that put them at risk for AIDS.
Societal views on AIDS, including stereotypes and myths regarding
persons with AIDS. This instruction shall emphasize compassion for
persons with AIDS.
The student will be able to:
- Distinguish between the definitions of HIV and AIDS.
Explain the effects on T-Helper lymphocytes and how this decreases the body's ability to fight infection.
Identify the most current opportunistic infections to which people with AIDS are vulnerable.
Identify most current drug therapies used in treating HIV/AIDS.
Recognize that there is no cure - only drugs that slow the progress of the disease.
Identify the ways in which HIV is spread:
a) sexually through semen and vaginal secretions
b) exposure to infected blood - needle sharing such as using IV drugs, steroids, blood transfusions, etc.
c) mother to child via placenta, during delivery, breast feeding
d) other means of exposure to blood may transmit HIV infection although
this has been less common, to include: sharing common razors, accidental
needle sticks, or other injuries in which blood is exchanged.
Recognize that other body fluids carry HIV such as tears, saliva, and
urine but in concentrations too low to infect other unless they are
contaminated with blood.
Recognize that casual contact with an infected person is safe.
Describe the three ways HIV can affect the body:
a) no symptoms
b) symptoms of infection
c) full-blown AIDS
Recognize that the individual is contagious in all these (#9 above) stages.
Recognize that behavior modification will prevent transmission, and the student can control his/her behavior.
Recognize that abstinence until entering into a mutually monogamous,
long-term relationship, such as marriage, will prevent sexual
transmission of HIV.
Recognize that outside of a
mutually monogamous long term relationship between uninfected partners,
any sexual encounter may transmit HIV: there is no safe sex!
Identify ways to reduce the risk of transmission if not abstinent, such as:
a) change behavior to become abstinent
b) use latex condoms every time, recognizing that condoms can fail
c) utilize up-to-date information regarding the relative merits of
Nonoxynol-9 and other methods of prevention of HIV transmissions.
d) limit sexual partners to one uninfected partner. In order to determine
if uninfected, both partners must wait six months while avoiding high
risk behaviors and then be tested for HIV.
Recognize that never using IV drugs, or not sharing needles will prevent HIV transmission.
Recognize that anonymous testing can help prevent HIV transmission - six month window.
Recognize that teens can become infected with HIV.
Explain that denial is a common, but dangerous response to difficult issues, e.g., "It can't happen to me."
Verbalize the importance/worth of maintaining or adapting behaviors that minimize the risk of giving or getting HIV.
Identify public health issues associated with AIDS.
Identify local resources for HIV testing and care.
9/10 F.L.A.S.H., from Lesson 25, the following pages: p. 453; p.455; and p.456.
Teen-Aid Inc., "Human Immunodeficiency Virus (HIV)," p.23; pp.24-25; pp.29-30.
"Taking Charge: You and AIDS," Placer County Office of Education. Video
HIV/AIDS - Prevention Education Teachers Guide (1993)
San Diego County Office of Education
South Counties Healthy Kids Regional Centers
Riverside County Office of Education
RIMS Healthy Kids Regional Center
In Cooperation with: California Department of Education
Placer County Health Department HIV Educators for presentation and providing HIV positive guest speakers.
"Secrets" presentation by Kaiser Permanente
“A Family Problem,” a short play from Acting It Out: 74 short plays for starting discussions with teenagers.
AIDS, Understanding & Prevention from the Merrill Wellness Series. Classroom set.
Skills for Wellness, Prentice Hall 2002, and all supplemental material
(text, teacher resource file, and transparencies). This does not
include the Prentice Hall Human Sexuality Textbook.
Contraceptive Technology 94-96. Author: Robert A. Hatcher.
The Current Sexually Transmitted Diseases Treatment Guide from the U.S. Department of Health & Human Services.
All items from the U.S. Department of Health & Human Services and the Center for Disease Control.
from the Placer County Department of Health and Medical Services. The
statement, “Health care for teenagers, including care for teen
pregnancy, sexually transmitted diseases (STDs), and contraception, is
best provided with the approval and involvement of the family. However,
students need the knowledge to allow them to seek care on their own if
they so desire,” should be placed prominently on each handout.
Sexually Related Disease. Approved without price comparison shopping
for condoms and the statement of page 106 regarding "AIDS can be
Voluntary HIV Counseling and Testing: Facts, Issues, and Answers. CDC pamphlet.
Teens Stopping AIDS – curriculum.
Video, “It Won’t happen to Me” – Kaiser Permanente, video.
Video, “And The Band Played On”