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

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.
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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).
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