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

Mahopac 089
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.
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