Standards/Curriculum

HIV/AIDS Curriculum

Parent Brochures
English, Albanian, Arabic, Bengali, Chinese, Haitian-Creole, Korean, Polish, Russian, Spanish , Urdu

Sample Parent Letters
English, Albanian, Arabic, Bengali, Chinese, Haitian-Creole, Korean, Polish, Russian, Spanish , Urdu

Chapter Listing Please click each chapter to view content.
Introductory Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7	Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Optional vocabulary and concept-building strategies for secondary grades Appendices

Messages from the Chancellor and the Deputy Chancellor for Teaching and Learning
Introduction
New York State Commissioner’s Regulations, Subchapter G, Part 135, Health, Physical Education, and Recreation
Guidelines for teachers and administrators
How to use This curriculum guide
Facts about HIV infection, prevention, and treatment
AIDS in New York City, the United States, and worldwide

What does it mean to be healthy?
What does it mean to be sick?
How do we stay healthy?
How do people get sick? What is HIV? What is AIDS?
Who helps us when we are sick?

How can we stay healthy?
How are diseases passed from one person to another?
What are viruses? How do they enter the body to cause disease?
How do our bodies fight viruses? Why can’t our bodies fight HIV?
When we are sick, what can we do to get better?

What are some healthy choices children make?
What happens when we get sick?
What causes and prevents the spread of illness?
How do our bodies fight viruses? Why can’t our bodies fight HIV?
When we are sick, what can we do to get better?

How do we catch germs that make us sick?
How does the body fight disease?
How does HIV affect the immune system?
What are healthy choices that people can make?
How can we get help when we have a problem?

What causes disease? How does the immune system protect the body from disease?
How does the body fight disease? How does HIV affect the immune system?
How is HIV transmitted? How have myths about HIV transmission affected our society?
How can we help each other make healthy choices?
How can we find information and help in the community?

How does the body protect itself from disease?
How is HIV transmitted?
How can we reduce our risk behaviors?
How has HIV/AIDS affected society?
What resources provide HIV/AIDS information and help?

How does the immune system react when a virus enters the body?
How is HIV transmitted?
How do our peers affect the way we choose to live?
How has HIV/AIDS changed our society?
How can we show prevent HIV infection?

How does HIV impair the immune system?
How is HIV transmitted?
How can abstaining from alcohol and other drugs prevent HIV infection?
How can we protect ourselves from sexual transmission of HIV and other STIs?
How can people express love and affection and be sexually abstinent?
What makes parents/guardians/caregivers important sexuality educators in a young person’s life?

How does HIV affect the immune system?
How is HIV transmitted?
How can abstaining from alcohol and other drugs prevent HIV transmission?
How can people distinguish among the desires for emotional intimacy, physical intimacy, and sexual intercourse?
How can one prevent sexual transmission of HIV?
What role can each person take in preventing the spread of HIV infection?

How does HIV impair the immune system?
How is HIV transmitted?
How can young people set limits and make healthy decisions about sexual activity and abstinence?
How is abstinence from sexual intercourse both a health decision and a reflection of a person’s values?
How can abstaining from drugs, including alcohol and steroids, reduce the risk of HIV infection?
How can sexual transmission of HIV be prevented?

How is the immune system affected when HIV enters the body?
What are the facts about HIV transmission?
How can we improve our communication skills when talking about risk behaviors that can transmit HIV/STIs?
What are the advantages of sexual abstinence?
How can we reduce our risk of transmission of HIV or other STIs?
What community resources are available for HIV-positive individuals, their families, and their support networks?

What happens when HIV infects the body?
How is HIV transmitted?
How can we avoid behavior that can lead to HIV infection?
How can we reduce our risk of getting or transmitting HIV infection or other STIs?
What is the role of abstinence in preventing infection with HIV and other sexually transmitted infections (STIs)?
How can school and community resources help educate adolescents and their families about HIV infection?

What happens when HIV infects the body?
How is HIV transmitted?
How can we learn to make effective decisions?
What factors must adolescents consider before taking an HIV antibody test?
How can we reduce our risk of HIV infection?
What are the social and economic issues related to the HIV epidemic and living with HIV/AIDS?

Illuminating HIV/AIDS with words: An HIV/AIDS acrostic
Creating an HIV/AIDS protection
Backpack”HIV/AIDS word search
HIV/AIDS word search – teacher’s answer sheet
Create an HIV/AIDS haiku
Finding people to help: write HIV/AIDS help-wanted ads
Connecting concepts to vocabulary: semantic associations
Expanding vocabulary through brainstorming: semantic mapping with HIV/AIDS focus words
Optional activities

Student guide to HIV antibody testing
Classroom guides
Condom demonstration instructions and review activity
Teachers’ glossary
Resources for more information and/or counseling
Information on sexually transmitted infections (STIs)
Information on Hepatitis A, B, and C
HIV/AIDS medication chart
Sample letter notifying parents about HIV/AIDS education
Evaluation of HIV/AIDS curriculum guide

Vulnerable and Capable: Adapting HIV/AIDS Lessons for Students with Disabilities
An an instructional video guide on HIV/AIDS education adaptation and best practices for teachers of physically, mentally, and emotionally challenged students.