Wise Bodies Educator Guide

HIV/AIDS Prevention & Wellness

Presented by

Table of Contents

3

Welcome to Wise Bodies

4

HIV/AIDS – An Introduction

5

Unit 1: How Viruses Work

7

Unit 2: How Viruses Spread

9

Unit 3: Advocacy

12

Unit 4: Taking a Stand for People Living with HIV

14

Unit 5: What Are Your Rights?

18

Unit 6: Awareness Through Art

20

Frequently Asked Questions

22

Resources

23

Teacher Tips

24

Florida State Standards

25

Glossary

WISE BODIES CURRICULUM • 2

Welcome to Wise Bodies

Dear Educators, The Museum of Discovery and Science (MODS) is proud to partner with AIDS Healthcare Foundation (AHF) to provide high school and middle school learners with Wise Bodies, an actionable, factual and relevant HIV/AIDS awareness and prevention curriculum. Health and Wellness is a strategic pillar of MODS, and this program addresses the critical issue of HIV/AIDS in our community.

The Wise Bodies curriculum is free from judgment and full of hope and encouragement. The program was strategically curated to champion learner empowerment. Through guided, open-minded discussions, compelling science demonstrations and empathy-building activities, Wise Bodies aims to leave no question unanswered.

Endorsed by Broward County Public Schools (BCPS), the initiative has already been brought to thousands of learners, and with support from AHF, the impact will be further amplified to reach and inspire many more young minds. The Wise Bodies curriculum aligns with Florida State Standards and supports AHF’s mission to provide cutting-edge treatment and advocacy, regardless of ability to pay.

Concepts and skills that learners will master include understanding the infectious nature of a virus, analyzing and applying strategies for prevention, facilitating detection and treatment strategies for communicable diseases and correcting misconceptions. This educator guide can be supplemented with a slate of videos, which are available at mods.org/wisebodies.

The essential and meaningful goals of Wise Bodies are to: • Spread knowledge and neutralize stigma surrounding HIV/AIDS.

• Illuminate the science behind the HIV/AIDS epidemic and STIs (sexually transmitted infections), including prevention and treatment options.

• Know your personal health and

wellness status, as well as initiate community responsibility.

• Inspire middle and high school

learners to pursue careers in STEAM (Science. Technology. Engineering.

Arts. Math.)

This guide was made possible with an educational grant from the AIDS Healthcare Foundation. aidshealth.org

Together, we will help energize learners to fight this global epidemic and strive for zero new cases in the future.

Thank you on behalf of AHF and MODS.

Wise Bodies Curriculum Team WISE BODIES CURRICULUM • 3

HIV/AIDS – An Introduction Key Terms

HIV and AIDS

• HIV - Human Immunodeficiency Virus

HIV stands for Human Immunodeficiency Virus. It is a virus that attacks the body’s white blood cells and makes an individual more susceptible to infections and diseases. If HIV is left untreated, it can lead to the individual developing AIDS, which stands for Acquired Immunodeficiency Syndrome (AIDS), which is a late stage of HIV infection when the immune system is severely compromised. While the length of time varies depending on the individual, AIDS typically develops within 8-10 years of contracting HIV if not treated. Individuals do not die from HIV/AIDS itself but succumb to a weakened immune system and opportunistic infection.

• AIDS - Acquired Immunodeficiency Syndrome

Prevention and Contraction HIV is spread through the exchange of bodily fluids, such as blood, semen, vaginal fluids, anal secretions and breast milk from an HIV infected individual. HIV can be prevented by practicing safe sex, using clean unused needles, knowing your status and contact tracing of newly infected individuals. When having sex with someone who is infected with HIV, properly using male or female condoms or taking Pre-Exposure Prophylaxis (PrEP) as prescribed by your healthcare advisor is highly recommended to prevent infection. Effective treatment can reduce the level of the virus in the body of a person living with HIV to the point where the viral load is undetectable through testing, which renders the virus untransmittable to other people.

Treatment While HIV is currently not curable, effective treatments exist with medicine.

Antiretroviral Therapy (ART) can prevent the progression of HIV to AIDS by decreasing viral load in an HIV infected individual. Antiretroviral therapy also decreases the likelihood of an individual transmitting HIV to others through typical transmission means.

Source: National Institutes of Health, hivinfo.nih.gov/understanding-hiv/fact-sheets/hivaids-basics

WISE BODIES CURRICULUM • 4

UNIT 1: How Viruses Work Unit Focus

Discussion Points

How viruses infect healthy cells and how soap prevents infection.

Viruses are non-living microscopic parasites that can infect organisms by attaching themselves to cells in the body and transmitting genetic material, such as RNA and DNA, into the host. This genetic material is encased in a protein shell called a capsid, which stores the RNA or DNA until the virus attaches to a host. As such, most viruses are coated with attachment proteins, also known as spikes, that enable them to hook onto their unfortunate host cells.

Related Wise Bodies Videos • HIV/AIDS 101 • How is HIV Transmitted?

• Protect with PrEP

Objectives Learners will differentiate between types of viruses and understand how science can influence public health information.

Key Concepts • Attachment proteins – Proteins that are involved in binding other proteins to cell structures.

• Viral envelope – The outer coating of a virus, often made of fatty acids, that encases and protects the virus.

May be covered in attachment proteins.

Two main kinds of viruses exist: Enveloped viruses, which are coated with lipids (fat), and non-enveloped viruses, which do not have a lipid layer (see image below). Soap is particularly effective at neutralizing enveloped viruses like HIV as it disintegrates the lipid layer, rendering the viruses unable to attach to their hosts and infect them. This is because the attachment proteins are stuck to the lipid bilayer, which is destroyed by soap. For more information check out: cdc.gov/handwashing/faqs.html • Based on what you know about how HIV is transmitted, like which body fluids carry the virus, how might knowing that it is an enveloped virus help you prevent contracting it or spreading it?

• If you were the leader of a country facing an outbreak of an enveloped virus, what recommendations would you make to your citizens to prevent its spread?

• Enveloped virus – A virus (such as HIV) that contains a viral envelope.

Teacher Tip Use sprinkles that do not dissolve in water, as they will hold up better in the experiment. Ones that have a waxy coating work best. Soak for 2-3 minutes in warm water to test if needed.

Source: floraldaily.com/article/9225090/viruses-in-irrigation-water/

Assessment Learners will be assessed on how well their experiments support their findings, even if the results do not go as planned.

WISE BODIES CURRICULUM • 5

UNIT 1: How Viruses Work Activity – WHY DO WE WASH OUR HANDS WITH SOAP? Learners will build models of both enveloped and non-enveloped viruses to experiment with how soap affects them.

Materials: • Aluminum foil

• Bowl

• Double-sided tape

• Paper towel

• Butter (softened)

• Hand soap

• Butter knife

• Spoon

• Small plate

• Warm water

• Sprinkles (waxy types work best), or cracked pepper Steps: • Out of the aluminum foil, make 2 half-inch diameter balls. These represent the virus core.

• Cover both foil balls with double sided tape. This represents the protein shell.

• Pour a heap of sprinkles or cracked pepper onto a small plate.

• Roll ONE of the foil balls around in the sprinkles and set it aside. The sprinkles represent the attachment proteins.

Does this model represent an enveloped or non-enveloped virus?

• Cover the second foil ball in butter, it should have an even layer on all sides. This represents the lipid layer in an enveloped virus.

• Roll the buttered foil ball around in the sprinkles, and the two virus models are complete!

• How are they similar or different from each other?

Testing the Viruses with Soap: • Fill a bowl with warm water and add two squirts of hand soap.

• Mix the soapy water with a spoon until all the soap has dissolved.

• Carefully drop both virus models into the bowl with the soapy water, swirl the water gently with the spoon to make • sure they get splashed on all sides.

• Observe the virus models for 2 minutes. What is happening to them over time?

• After 2 minutes, take the virus models out of the soapy water and place them next to each other on a dry paper towel and answer the following questions: • Can you tell the models apart? How are they different? Which model is the non-enveloped virus, and which one is the enveloped virus?

• Given what you know about viruses, how can you explain the results?

• Repeat the experiment with cold water. How does this affect your results?

WISE BODIES CURRICULUM • 6

UNIT 2: How Viruses Spread Unit Focus

Discussion Points

How viruses can spread through a community and the factors that influence the extent of the outbreak.

The first cases of AIDS were reported in the United States in June of 1981, but today more than 1 million Americans are living with HIV and the virus has claimed more than 700,000 lives in the United States alone. How did this happen?

Related Wise Bodies Videos • How is HIV Transmitted?

• Map it Out: Geography of HIV/AIDS • The Condom Conversation

Objectives Learners will understand how our actions can impact a collective result, as well as how mathematics can be used to better understand our world.

Key Concepts • Contagious – Transmissible by direct or indirect contact with an infected person.

• Epidemic – The rapid spread of disease to a large number of people in a given population within a short period of time.

An epidemic is the rapid spread of disease to a large number of people in a given population within a short period of time and it happens due to several factors. The size of the population itself, and more importantly how dense it is for a given area, determines how many opportunities the virus has to spread among it. The nature of the virus itself, such as how easily it is transmitted and how long carriers can remain contagious, plays a critical role in deciding how many human interactions result in viral transmissions. As important as the above factors are, they cannot be controlled by the individual people living in the population such as ourselves. What we can control however, is how many people we come into contact with on a daily basis. By listening to scientists and medical professionals regarding the best ways to avoid risky behavior, individuals such as you and I have the power to stop an epidemic in its tracks by avoiding activities that encourage the spread of the virus.

• What are some differences and similarities between HIV/AIDS and COVID-19 when it comes to the four factors that determine an epidemic?

• What are some other factors that can contribute to or mitigate the occurrence of epidemics?

• Pandemic – An epidemic that is spread over multiple countries or continents.

Teacher Tip Secrecy is key to making this activity work, so make sure you pick a trustworthy learner to be “patient zero.”

Assessment Learners will be assessed on how well they can keep track of their interactions with other learners and trace the source of the “infection.”

WISE BODIES CURRICULUM • 7

UNIT 2: How Viruses Spread Activity – VIRTUAL PANDEMIC SIMULATION Learners will simulate the spread of a virus through facilitated interactions with each other through a video conference call.

Materials needed: • Pen and paper • Calculator Directions for the game are as follows: • Learners will pick a number from 1-10 and write it down. This will be their starting number.

• Before the learners are let loose to privately message each other, the selected “patient zero” learner will be privately messaged by the instructor to have their number as “0.”

• Be sure to get confirmation from the selected “patient zero” before the next step.

• Learners should then be given the next 5-10 minutes to privately message their fellow learners (through Zoom chat) and share their numbers, noting down who they interacted with.

• With each sharing, the learners should multiply their number with that of the other learner.

• The resulting product becomes their new number for the next time they message and share numbers with another learner.

• This repeats until each learner has a written list of 6 numbers.

Example Activity Interaction:​ Learner A chooses number 7 and writes it down, then messages Learner B as seen below:​ Learner A: “Hey, my number is 7, what’s yours?”​ Learner B: “Mine is 32, thanks.”​ Learner A then multiplies 7 x 32 and gets 224, then writes it down on their paper before messaging the next person (List: 7, 224)​.

Learner A: “Hey my number is 224, what’s yours?”​ Learner B: “Mine is 25, thanks.”​ Learner A then multiplies 224 x 25 and gets 5600, then writes it down on their paper before messaging the next person (List: 7, 224, 5600).

• Explain that sharing their numbers and multiplying them simulates how their lives may be affected by human contact and viral transmission in a real-world pandemic.

• When the time is up, ask the learners to notice the last product on their sheets. Most, if not all of the learners, should have the number zero.

• Ask patient zero to reveal themselves, then ask which students shared numbers directly with them. Compare the number of these ‘direct contact’ students with the total number of students who ended with 0s.

• Calculate the percent spread by using the formula # of 0/total number of people.

The learners will not know is that one of them will be secretly selected by the instructor to be patient zero, therein lies the infection in this simulated population. Have a short discussion about what this activity teaches them about how viruses are spread in real life, making sure to make them think back to who they shared and multiplied their numbers with and who they might have caught the ‘virus’ from. Here are some key points: • Explain how a single patient zero can infect an entire population, even if they don’t come into direct contact with everyone.

• Explain that patient zero was kept secret from the rest of the class because it is often impossible to tell who a virus carrier is just by looking at them.

• Reinforce that all viruses have unique ways of being transmitted and that a person is not to be avoided at all costs just because they are a carrier.

WISE BODIES CURRICULUM • 8

UNIT 3: Advocacy Unit Focus

Discussion Points

Advocacy drives change. It may be to change laws, public opinion and other issues that are important to human rights.

Successful advocates research the facts about their cause, propose solutions and give people reasons to care about the issue.

Advocacy and Protesting

Related Wise Bodies Videos

Advocacy is seen as a peaceful process of bringing your views on an issue to an arena in order to discuss a way to create change. Protesting is more about taking direct action to achieve a goal. Today, we are asking you to be advocates, to express your views and to listen to others.

Advocates for HIV/AIDS awareness come in many forms, whether they are medical professionals, members of government or even ordinary citizens. Community organizations, such as AIDS Healthcare Foundation (AHF), help to advocate for services and education within a community.

• Welcome to Wise Bodies • Who has HIV? • Living with HIV

What are some global issues that inspire you to become an advocate for change? How do you think you can effectively make your voice heard?

• Progress and Advocacy

Why Does Testing Matter?

Objectives

According to the Centers for Disease Control and Prevention (CDC), more than 20 million new cases of sexually transmitted infection, including HIV, are diagnosed each year, and the responsibility of finding out your status falls on you. Knowing whether you have HIV or not is critical to maintaining a healthy lifestyle. Misconceptions about the need for testing can have deadly repercussions, especially with the spread of viruses like HIV. Find out important facts about testing from AHF at hivcare.org.

Learners will use research and opinions to advocate for change in a government setting.

Key Concepts • Advocacy – The act or process of taking actions to affect change in a cause you are invested in.

• Opinion – A view or judgment that may or may not be based on fact.

Teacher Tip

Did You Know…

• 1 in 7 people who have HIV do not know it.

• More than 1 million people are living with HIV/AIDS in the United States.

• Anyone can contract HIV/AIDS. Age, gender and ethnicity are not factors.

• 76% of the people diagnosed with HIV receive care of which 65% had undetectable viral loads.

Have learners research dissenting, as well as conforming opinions and facts.

Assessment • Expressing viewpoints coherently and with facts.

• Questioning the opposition to help strengthen their viewpoint by clarifying misconceptions.

• Listening and respecting other viewpoints.

• How well their reflections show an understanding of testing centers and why they need to be advocated for, even in small towns.

WISE BODIES CURRICULUM • 9

UNIT 3: Advocacy Teacher Instructions: Cut out the cards from the table on the following page and let each learner randomly choose a card. Give time in class or assign the learners homework to research the viewpoint of the person they are to represent.

At the beginning of the town hall, set the scene with a motion to hear arguments for or against building an Out of the Closet Thrift Store with an AHF Testing Center. Allow the AHF representative to go first and then have students ask questions. Continue with the next person presenting their views followed by questions. At the end of the activity have the learners vote for or against allowing the building to be permitted. Lead the discussion or assign follow up reflection on the town hall.

Activity – TALK OF THE TOWN Background Scenario: An abandoned store on Main Street in Fairview has an offer placed on it from AHF to build an Out of the Closet thrift store, pharmacy, and testing center. Today you are joining the mayor to express your views on whether or not the building should be permitted to AHF for these purposes.

Preparing for the Town Hall: Research your viewpoint and have a paragraph speech ready to give in front of the council. Include facts to support your argument. If you have an opinion that is not supported by facts, you can use your argument to state a common misconception.

For example: • Fact: Testing is recommended for high risk individuals once a year.

• Misconception: HIV is only transmitted sexually.

• Make sure to use credible resources in your research. Government agencies, educational institutions, and academic databases are always a good place to start.

Counterpoint: Write down some questions on opposing viewpoints from the one assigned.

Reflection: • What viewpoints surprised you in the town hall?

• Whose opinion resonated with you the most?

• Whose opinion did you disregard as not part of the argument? Why? • What other voices would you like to have heard?

WISE BODIES CURRICULUM • 10

UNIT 3: Advocacy TOWN HALL PARTICIPANTS AHF Healthcare Representative

Public Health Expert

Your View: Increase the access to free testing in Fairview. A free option is not available in town.

Your View: An uptick in cases in the county is reported and testing is needed to get them under control.

Person Living With HIV Your View: You want to increase your support network. You do not believe testing centers attract unsavory people.

Local Doctor Your View: People with HIV have a virus and need to be treated. Insurance rates will go up with free testing.

LGBTQ+ Rights Lawyer Your View: LGBTQ+ (lesbian, gay, bisexual, transgender and queer) people are unfairly targeted and need a testing center for their vulnerable population.

Testing centers do not increase the number of LGBTQ+ members of a town.

Pharmacy Owner

Military Medical Care Worker Your View: Vets need free access to HIV testing. There are no military facilities close to town for free testing.

Tattoo Parlor Owner

Partner of a Pregnant Person Your View: Pregnant women need free testing to prevent the spread from mother to child.

Prison Warden Your View: Keeping the disease at bay requires testing in and out of prison.

Keeping community spread down will help the prison population.

Neighbor of Clinic

Pro-Life Supporter

Your View: The pharmacy part of the testing center will be competing for business and you want to have only testing, no support services like pharmacies.

Your View: Even though you disinfect, you want lower transmission rates in the community. Your shop does not want to tattoo people who potentially have HIV.

Your View: The clinic will lower property values.

Testing should not be a priority in a small town like Fairview.

Your View: Testing clinics will also be an abortion clinic. Sexual health cannot be separated from abortion.

Supporter of Abstinence

Insurance Salesperson

Concerned Parent

Your View: Free testing will encourage teens to start sexual activity. You do not want teens to see testing as a way of preventing HIV.

Your View: Insurance rates for medical insurance will go up and therefore fewer people will buy from you.

Your View: Testing will increase teen sex and drug rates. Teens will be influenced by questionable patrons of the clinic.

Your View: You do not want another thrift store in the area to create competition for customers.

The LGBTQ+ community does not need a private thrift shop.

Citizen Concerned About Traffic

Anti-Drug Advocate

Thrift Store Owner

Promise Ring Seller Germophobe Your View: The testing center will increase the amount of germs in the town.

Your View: Teens would know their status, which would lead to an increase in sexual activity. Your business of selling chastity rings will be hurt because of an increase in promiscuous behavior.

Your View: The clinic will be so popular that traffic and parking will be a challenge.

Your View: The clinic will attract more HIV drug users to the area who are here for free testing.

WISE BODIES CURRICULUM • 11

UNIT 4: Taking a Stand for People Living with HIV Unit Focus

Discussion Points

Researching and defending points of view on HIV/AIDS related issues.

“We won’t see an end to the epidemic as long as people living with HIV/AIDS feel unsafe and are forced to live on the fringes of their communities.”

– U.S. Ambassador-At-Large Deborah L. Birx, M.D.

Related Wise Bodies Videos • Welcome to Wise Bodies • Who has HIV? • Innovative Treatment • Progress and Advocacy

Objectives Learners will think critically and analytically about two sides of a given issue and defending their position using facts and evidence.

Key Concepts • Controversy – A prolonged public dispute or debate, usually concerning a matter of conflicting opinion or point of view.

• Taboo – A social or religious custom prohibiting or forbidding discussion of a particular practice or forbidding association with a person, place or thing.

Teacher Tip Some learners may feel very strongly about their position in the debate and might need reminders to remain objective and evidence-based in their arguments.

Since the beginning, HIV and AIDS have been controversial subjects.

When the AIDS epidemic emerged in the United States in the early 1980s, people at all levels of society were gripped by fear of this unknown and deadly disease. People started losing faith in a government scrambling to come up with a response, homosexuality and drug use became public health issues, and AIDS required clinicians and public health officials to address matters of personal behavior that had been taboo.

Many of these fears persist even today, and many people falsely believe: • HIV is a result of choices and lifestyles that some people disapprove of (such as homosexuality, sex work, drug use and infidelity.)

• HIV and AIDS always results in or is associated with death.

• HIV is only transmitted through sex, which is considered taboo in some cultures.

• Getting infected by HIV is the result of personal irresponsibility or moral fault (like infidelity) that deserves to be punished.

• Wrong information about HIV transmission creates misconceptions of personal risk and leads to irrational behavior (such as refusing to shake hands with someone living with HIV).

The sexually transmitted nature of HIV means that stopping the epidemic requires more than simply understanding the science behind it. This is why fighting AIDS often extends into larger cultural and societal issues such as universal healthcare, attitudes toward sex and social justice.

• What are some issues, globally or in your life, that are affected by misconceptions, taboos, or cultures you do not agree with?

• What can you do to change public opinions that may be outdated or incorrect? What would your ideal world look like?

Assessment Learners will be assessed on how well they can provide evidence for their position and how convincing their arguments are as a result.

WISE BODIES CURRICULUM • 12

UNIT 4: Taking a Stand for People Living with HIV Activity – THE DEBATE Learners will debate on a topic of your choice after watching one of the videos in the Wise Bodies series.

The following are some suggestions for debate topics: • The government should provide healthcare for all its people.

• HIV is still an epidemic to be concerned about.

• Education about sexually transmitted infections should start in elementary school.

Divide the class into two or more groups and assign each group a side of the debate. The “pro” group will argue for the statement and the “con” group will argue against it. Explain to your learners that you do not need to personally agree with the statement in order to argue for it in a debate.

Have your learners research their topic. A class discussion about facts might be helpful depending on the complexity of the topic, and further internet research should be encouraged. Each group should work independently to write down points that will support their argument. Learners may be guided by personal opinions, and they should be backed up by facts whenever possible.

Once learners have researched their topic, have them develop a list of points that support their argument.

After that, ask them to think about what the other side might argue and address those points.

When preparation is complete, hold a group discussion or a formal debate. For formal debates, one learner from the “pro” side will share points, followed by a learner from the “con” side. Each side should have set times to present their arguments, as well as set times to argue against the other side. Any learners that are not actively involved in the debate (if you have several groups, for instance), should function as the jury and declare a winner at the end.

WISE BODIES CURRICULUM • 13

UNIT 5: What Are Your Rights?

Unit Focus

Discussion Points

Laws and policies were enacted to grant rights and privledges to those living with HIV/AIDS

Fighting the spread of HIV is as much of a social justice issue as a medical one, as human rights abuses are one of the drivers of the HIV epidemic and increase its impact. Fortunately, it is now widely recognized that HIV and human rights are inextricably linked. Thanks to international human rights laws and treaties, as well as international obligations such as the Universal Declaration of Human Rights and the 2030 Agenda for Sustainable Development, all people have rights to health and access to HIV services.

Related Wise Bodies Videos • Who has HIV? • Progress and Advocacy • Know Your Status

Objectives Learners will identify and understand that health is a human rights issue, why it remains an issue, and how to mitigate this issue.

Key Concepts • Human rights – Rights inherent to all human beings, regardless of race, sex, or any other status.

• Discrimination – The unjust treatment of different categories of people, especially on the grounds of race, age, or sex.

• HIV criminalization – Laws that criminalize people based on their HIV status.

Despite these protections, many people continue to face barriers to lifesaving health services, which often take the form of discriminatory laws and practices connected to a person’s gender identity, health status, sexual orientation and conduct. These laws are based on the idea that fear of punishment will deter what is perceived to be morally unacceptable behavior, but they actually undermine the global HIV response and strengthen the stigma against HIV. For example, HIV criminalization has been shown to deter people from testing for HIV, limiting their access to treatment and care.

In order to continue the fight against HIV and end the epidemic, HIV programs based on human rights need to be implemented globally.

Countries that fail to meet the human rights requirements for people living with HIV should be held legally accountable, such as the 68 that criminalized HIV non-disclosure, exposure or transmission as recently as 2018. (Source: thelancet.com/journals/lanhiv/article/PIIS2352-3018(18)30219-4/fulltext) • Which groups within people living with HIV do you think suffer the most under HIV criminalization? Why? • What other global issues can you think of that require a human rights approach?

Teacher Tip Summarizing the court cases in a sentence or two when introducing the activity may help your learners wrap their minds around it more easily and stay engaged.

Assessment Learners will be assessed on how well they can support their views using existing statutes, regardless of their stance on the issue.

WISE BODIES CURRICULUM • 14

UNIT 5: What Are Your Rights?

Activity – ORDER IN THE COURT Learners will be presented with two HIV-related court cases, one real and one fictional, and use online resources to determine the correct ruling based on laws that protect the human rights of people living with HIV. The two cases can be found on the next page, and the resources are linked here below: • https://www.cdc.gov/hiv/policies/law/index.html • https://www.hiv.gov/hiv-basics/living-well-with-hiv/your-legal-rights/civil-rights Reflection: How did you find the search process? How accessible would you say all this information is, and if not, what can be done to make it better?

Why is it important for people to know the laws that protect them?

WISE BODIES CURRICULUM • 15

UNIT 5: What Are Your Rights?

Using the resources provided by your teacher, determine if the following court scenario follows laws that protect the human rights of people living with HIV.

Case #1 – Is Transmitting HIV Illegal?

Plaintiff (the accuser) sued defendant (the accused) for negligent transmission of HIV. Both plaintiff and defendant were gay men in their late 20s. They had sexual relations with one another several times during the course of a month-long relationship. Plaintiff was aware prior to his first sexual contact with defendant, that defendant had had several previous gay partners and that defendant frequently used intravenous drugs. Despite this knowledge, plaintiff never requested that defendant wear a condom during sex, and never asked defendant whether he had used a condom with previous sexual partners. Prior to and throughout his relationship with plaintiff, defendant was not tested for HIV infection.

At no time during this period did defendant display any unusual physical symptoms, visit a doctor, or discuss his sexual history or behavior with plaintiff. In dismissing the case, the Court stated that defendant had no duty to warn plaintiff about possible HIV infection or to refrain from sexual contact with plaintiff, since at the time of their relationship, defendant had no reason to know that he was infected with the HIV virus. The Court went on to explain that, even if a duty did exist, plaintiff had assumed the risk of possible HIV infection since he was knowledgeable about the consequences of unprotected sex, knew about the defendant’s high-risk activities, and still voluntarily chose to engage in unprotected sex with the defendant.

• Do existing HIV laws and policies in your state support the court’s decision to protect the defendant? Which ones?

• What laws support suing the defendant? Are they examples of HIV criminalization? (You may need to reference additional resources to find this information.)

WISE BODIES CURRICULUM • 16

UNIT 5: What Are Your Rights?

Using the resources provided by your teacher, determine if the following court scenario follows laws that protect the human rights of people living with HIV.

Case #2 – Is It Illegal to Refuse to Treat HIV-Positive People?

Respondent Sidney Abbott was infected with HIV, which was in the asymptomatic phase.

At that time, she visited the office of Randon Bragdon, a dentist, for a routine examination; Abbott disclosed her infection to Bragdon. During the examination, Bragdon discovered a cavity and informed Abbott of his policy against filling cavities of HIV-infected patients in his office. Bragdon offered to perform the work at a hospital at no extra charge, though Abbott would have had to pay for use of the hospital’s facilities. Abbott declined and filed a lawsuit against Bragdon in the United States District Court for the District of Maine, alleging, among other matters, that Bragdon violated the Americans with Disabilities Act (ADA) of 1990, which prohibited discrimination against any individual on the basis of disability in the enjoyment of the services of any place of public accommodation. This case was eventually brought to the Supreme Court, where it was ruled that Abbott qualified for protection under the ADA as HIV affects a major life activity – reproduction, and therefore HIV is considered a disability.

Bragdon v. Abbott is a real case from 1998 and the first HIV case addressed by the United States Supreme Court. The decision to cover people living with HIV under the ADA was a huge victory for people living with HIV because it provided a legal base to fight HIV-related discrimination in jobs, housing and health care.

• What existing HIV laws and policies in your state would protect Abbott if this same scenario happened today?

• How would someone in Bragdon’s position be held accountable or punished according to those laws?

• Consider why Bragdon refused to treat Abbott in the first place. How would widespread knowledge of the science behind HIV and how it works prevent further violations of human rights? Can you think of any other global issues where science and social justice go hand in hand?

WISE BODIES CURRICULUM • 17

UNIT 6: Awareness Through Art Unit Focus

Discussion Points

Art can inspire, advocate, inform, and transform both the maker and the respondant.

In 1991, at the height of the AIDS crisis, members of an artist group called Visual AIDS Artists Caucus came together to show support for those people living with AIDS and their caregivers. Their goal was to create a symbol that would be easily recognizable to help communicate the extent to which the disease was affecting the artist community and to raise awareness in the fight against AIDS.

Related Wise Bodies Videos • Cultural Impact • HIV/AIDS 101 • Living with HIV

Objectives Learners will understand the role of art in culture and shaping emotions and opinions toward physical illnesses.

Inspiration for the project came from yellow ribbons tied to trees in yards of families with active duty soldiers. The color red was chosen for the ribbons to represent the “connection to blood and the idea of passion - not only anger, but love…” Today the red ribbon is known worldwide as the symbol for AIDS awareness and is a visual representation of support and love for the HIV community. It has paved the way as the first “awareness” ribbon, having been followed by many other colors bringing recognition to a variety of different causes.

Key Concepts

• Art is a creative vehicle to raise awareness and provoke thought among its viewers. It is powerful, personal, and different for every individual who experiences it.

• Awareness – Concern about and well-informed interest in a situation or fact.

• Artists spend considerable time contemplating what messages or feelings they want their art to convey and is an important part of planning and execution of your final piece.

• Art – Expression or application of human creative skill and imagination.

• Think about how your red ribbon will be incorporated into your art.

What purpose does it serve? Will the viewers understand why it is there?

Teacher Tip Show learners examples of works of art created to raise awareness for a cause when introducing the activity.

Assessment How do you think your art piece would initiate dialogue with the viewers?

How did your time spent researching and creating your piece affect your own views about HIV/AIDS? Did your views change at all?

What emotions are you hoping to evoke with your piece?

WISE BODIES CURRICULUM • 18

UNIT 6: Awareness Through Art

Activity – CREATE A WORK OF ART CONTAINING THE RED RIBBON The Red Ribbon has become an internationally recognized symbol for AIDS awareness. It is worn to show support of people living with HIV/AIDS and their caregivers, and in remembrance of those who have died from HIV/AIDS. Create a work of art using the Red Ribbon in your piece. Use any art form of your choosing. Some suggestions include: a short skit, photography, poetry, painting, drawing, sculpture, graphic arts, and dance.

Suggested resource links to art for a cause ideas: • https://www.jotform.com/blog/15-beautiful-art-projects-created-to-raiseawareness-for-a-cause-85481/ • https://www.peerspace.com/resources/performance-art-ideas/

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Frequently Asked Questions What is HIV? What is AIDS? HIV stands for human immunodeficiency virus. HIV infects cells within the human immune system and destroys or impairs their function. This virus causes a decline of the body’s immune system, which leads to the body no longer being able to fight off infections and diseases.

AIDS stands for acquired immunodeficiency syndrome and is associated with the symptoms and infections of the immune system deficiency. HIV has been determined to be the underlying cause of AIDS, with AIDS being the most advanced stage of HIV infection.

How quickly do individuals infected with HIV develop AIDS? The length of time varies depending on the individual.

Typically, individuals develop signs of AIDS within 8-10 years if not treated. (Source: http://hivinsite.ucsf.edu/hiv?page=basics-oo-oz) What are the symptoms of HIV/AIDS? You cannot tell if someone has HIV or AIDS just from looking at them. HIV infection often does not cause any symptoms.

Some individuals experience glandular fever-like illness upon becoming infected. Due to the gradual depletion and weakening of the immune system, the infected individual is more susceptible to various infections and cancers, which can eventually lead to the development of AIDS. How can I become infected with HIV/AIDS? HIV can be transmitted through blood, semen, vaginal fluids, and breast milk. It is transmitted through penetrative (anal or vaginal) sex, blood transfusion, sharing of contaminated needles, and between an infected mother and infant during pregnancy, childbirth, and breastfeeding. Transmission through kissing on the mouth carries no risk as there is no evidence that the virus is spread through saliva. HIV is not transmitted from day-to-day contact in social settings, schools, or workplaces.

Antiretroviral therapy (ART) can prevent the progression of HIV to AIDS by decreasing viral load in an HIV infected individual. Antiretroviral therapy also decreases the likelihood of an individual transmitting HIV to others through typical transmission means. Effective treatment can reduce the level of HIV in the body of a person living with HIV to the point where it is undetectable, which renders the virus untransmittable to other people.

Is there currently a cure for HIV/AIDS? There is currently no cure for HIV; however, effective and innovative treatments exist.

Why, When, Where and How should I get tested for HIV/AIDS? • There is a wide array of places where you can get tested, including private doctor offices, local health departments, AIDS Healthcare Foundation locations, family planning clinics, and HIV testing sites. HIV self-test kits exist; however, you should see your healthcare provider when a positive test occurs so appropriate treatment can be provided.

• An HIV test involves giving a small sample of blood or saliva. Results can be given in a timeframe from 20 minutes to a few weeks.

• It is recommended that you wait three months after possible exposure before being tested for HIV to allow for a detectable number of antibodies to the virus to exist.

• If you are infected with HIV, you can start treatment and potentially prolong your life. Additionally, getting tested allows you to take the necessary precautions to prevent the spread of HIV to others.

How can I prevent HIV/AIDS? HIV can be prevented through monogamous relations between uninfected partners, non-penetrative sex, always using sterile and new needles and syringes, and ensuring blood and blood products are tested for HIV. When having sex with someone who is infected with HIV, properly using male or female condoms, or taking a pre-exposure prophylaxis (PrEP) as recommended by your healthcare advisor is highly recommended to prevent infection.

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Frequently Asked Questions Are my test results confidential?

Test results are usually confidential, and some sites offer anonymous, free, and/or drop-in testing where appointments are not necessary. These results are not announced to others but are reported to the government for tracking purposes.

If I test positive, who needs to know?

Healthcare providers and HIV-related service providers need to know if you test positive for HIV to support you and ensure optimal health care services. Sex or injection druguse partners need to know to protect their health. Employers do not need to know.

If I test positive for HIV, how will my daily life change?

Your health care provider will be able to begin antiretroviral therapy (ART) to treat HIV. Taking this medication as prescribed will result in an undetectable viral load, which means there is no risk of the sexual transmission of HIV to HIV-negative partners. Most people with HIV live long and healthy lives if they get and stay on treatment. HIV health care providers can assist in accessing mental health services and finding HIV support groups. There are HIV/AIDS antidiscrimination laws to protect individuals who are positive from facing discrimination.

WISE BODIES CURRICULUM • 21

Resources Basic Information Connecting people to inspiring science and learners to STEM careers.

• mods.org/wisebodies Learn more about the basics of HIV. • freehivtest.net/hiv-basics/ Find answers to common questions related to HIV testing.

• freehivtest.net/faqs/ HIV Services/Resources Find Aids Healthcare Foundation pharmacy locations.

• locations.aidshealth.org/ Find HIV testing locations.

• freehivtest.net/ Information on the Healthy Housing Foundation by Aids Healthcare Foundation.

• healthyhousingfoundation.net/ Information on HIV Managed Care for Florida, Georgia, and California residents.

• positivehealthcare.net/ Resources to prevent STD transmission.

• useacondom.com/ Find expert HIV care.

• hivcare.org/ Information from Broward County Public Schools about sexual wellness.

• browardschools.com/Page/32879 Information about local transmission, services, and prevention in Broward County.

• broward.floridahealth.gov/programs-and-services/infectious-disease-services/hiv-aids/index.html Federal government information about HIV and the national response.

• cdc.gov/hiv/default.html Comprehensive website about HIV from testing to treatment to prevention.

• hiv.gov/ Information on drugs and treatments along with emerging research.

• hivinfo.nih.gov/home-page Florida’s plan to reduce the number of new cases in the state.

• floridahealth.gov/diseases-and-conditions/aids/index.html HIV care and prevention specifically for women.

• womenshealth.gov/hiv-and-aids Programs for support, medication, and care for low income people.

• hab.hrsa.gov/about-ryan-white-hivaids-program/about-ryan-white-hivaids-program Program of awareness and support using art.

• visualaids.org/ Museum in Fort Lauderdale for history and support of the HIV community.

• stonewall-museum.org/ Resource for dialogue between HIV community and the general public.

• worldaidsmuseum.org/

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Teacher Tips Classroom Tips • Ask students to use correct vocabulary when addressing topics of discussion.

• Provide the option for questions to be asked anonymously, such as through cell phones and tablets with software like Kahoot or Socrative or through utilizing an anonymous question box.

• What is said in the classroom stays in the classroom.

• Allow students the freedom to not ask questions and not engage socially.

Creating a Supportive Environment • Use health content that is culturally inclusive.

• Address the health needs of all students, including the needs of lesbian, gay, bisexual, transgender, and questioning youth.

• Ensure classroom respect of different opinions and viewpoints.

• Students should listen to and not condemn views that they disagree with.

• Dissuade students from using stigma inducing terms such as “unclean.”

Authentic Assessments • Leave time for questions.

• Have students make a creative or written response to express feelings.

• Allow students to advocate and support others.

Scientific Accuracy • Provide clear and accurate answers to students’ questions in a non-judgmental manner.

• Use proper vocabulary with definitions.

• Use “I” statements when teaching to avoid broad statements and to speak for yourself.

Source: cdc.gov/healthyyouth/whatworks/what-works-overview.htm

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Florida State Standards HEALTH EDUCATION

English Language Arts

HE.912.C.1.5 Analyze strategies for prevention, detection and treatment of communicable and chronic diseases.

LAFS.910.SL.1.1 Initiate and participate effectively in a

HE.912.C.1.8 Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors.

HE.912.C.2.2 Compare how peers influence healthy and unhealthy behaviors.

HE.912.C.2.4 Evaluate how public health policies and government regulations can influence health promotion and disease prevention.

HE.912.C.2.7 Analyze how culture supports and challenges health beliefs, practices, and behaviors.

HE.912.C.2.8 Analyze how the perceptions of norms influence healthy and unhealthy behaviors.

HE.912.C.2.9 Evaluate the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.

HE.912.P.7.2 Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.

HE.912.P.8.1 Demonstrate how to influence and support others in making positive health choices.

HE.912.P.8.2 Utilize current, accurate data/information to

formulate a health-enhancing message.

HE.912.B.5.5 Examine barriers that can hinder healthy decision making.

range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

• Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

• Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

VISUAL ARTS

Theater

VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

TH.912.H.2.8 Analyze how events have been portrayed

VA.912.C.3.3 Examine relationships among social, historical, literary, and/or other references to explain how they are assimilated into artworks.

TH.912.O.1.4 Write an original script or dramatic adaptation of a literary work to demonstrate knowledge of theatrical conventions.

VA.912.C.3.5 Make connections between timelines in other content areas and timelines in the visual arts.

TH.912.O.2.1 Apply the principles of dramatic structure to the writing of a one-act play.

through theatre and film, balancing historical accuracy versus theatrical storytelling.

VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical views to communicate with an audience.

VA.912.H.1.8 Analyze and compare works in context,

considering economic, social, cultural, and political issues, to define the significance and purpose of art.

VA.912.H.3.1 Synthesize knowledge and skills learned

from non-art content areas to support the processes of creation, interpretation, and analysis.

VA.912.H.3.2 Apply the critical-thinking and problem-solving skills used in art to develop creative solutions for real-life issues.

WISE BODIES CURRICULUM • 24

Glossary Advocacy – The act or process of taking actions to affect change in a cause you are invested in. (pgs. 9–11) Art – Expression or application of human creative skill and imagination. (pg.18–19) Attachment proteins – Proteins that are involved in binding other proteins to cell structures. (pgs. 5–6) Awareness – Concern about and well-informed interest in a situation or fact. (pg. 18–19) Contagious – Transmissible by direct or indirect contact with an infected person. (pgs. 7–8) Controversy – A prolonged public dispute or debate, usually concerning a matter of conflicting opinion or point of view. (pgs. 12–13) Discrimination – The unjust treatment of different categories of people, especially on the grounds of race, age, or sex. (pgs. 14–17) Enveloped virus – A virus (such as HIV) that contains a viral envelope. (pgs. 5–6) Epidemic – A widespread occurrence of an infectious disease in a community at a particular time. (pgs. 15–16) HIV criminalization – Laws that criminalize people based on their HIV status. (pgs. 14–17) Human rights – Rights inherent to all human beings, regardless of race, sex, or any other status. (pgs. 14–17) Opinion – A view or judgment that may or may not be based on fact. (pgs. 9–11) Pandemic – An epidemic that is spread over multiple countries or continents. (pgs. 7–8) Taboo – A social or religious custom prohibiting or forbidding discussion of a particular practice or forbidding association with a person, place, or thing. (pgs. 12–13) Viral envelope – The outer coating of a virus, often made of fatty acids, that encases and protects the virus. May be covered in attachment proteins. (pgs. 5–6)

WISE BODIES CURRICULUM • 25

Get Tested

Know Your Status

Encourage your learners to accept the Wise Bodies Challenge at

mods.org/wisebodieschallenge.

Wise Bodies was developed by ACKNOWLEDGMENTS Museum of Discovery and Science Curriculum Team Joseph P. Cox • Meredith Feder • Andi Fuentes • Rebecca Gould • Marcela Gurdián Natalie Hollander • Eric Lee • Brady Newbill • Diane Robaina • Holly Sokoloff Photo/Information Credits AIDS Healthcare Foundation • Visual AIDS SPECIAL THANKS Broward County Public Schools Department of Applied Learning. ©2020 Museum of Discovery and Science. Any information on diseases, viruses and treatments available in this guide and video series is intended for general guidance only and must never be considered a substitute for advice provided a doctor or other qualified healthcare professional. Always seek the advice of a physician or other qualified healthcare professional with questions regarding any medical conditions.