Bioethics

Created by ANNIE TICKELL

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Topics & Concepts: Genetic Engineering, Henrietta Lacks, Institutionalized Oppression, Privilege & Prejudice, Stakeholder Rights, Informed Consent, Dominant/Counter Narrative

Guiding Questions:

  • How has science been used to help and hurt the health of targeted groups?

  • Should parents be able to choose the genetic traits of their children?

  • What is the dominant narrative about Henrietta Lacks?

  • What rights should Henrietta’s family have over her history and her cells?

Unit Sequence:

  • The unit starts with an introduction to systems of oppression vocabulary and then narrows in on how oppression manifests in the medical field.

  • In Week 2, students are presented with the question:"Should parents be able to choose the genetic traits of their children?," and work in groups to analyze documents, create a proposition poster and debate the issue.

  • In Week 3, students are asked to identify the stakeholders in debates about genetic engineering, analyzing the rights and power of each group.

  • In Week 4, students examine Henrietta Lacks' case in this context and participate in a socratic seminar about the rights of Lacks' family to control the use of her genetic material.

  • In Weeks 5, 6 & 7, students research and map the following bioethics issues on a timeline of stakeholder rights: Homosexuality as an Illness, Forced Sterilization & Birth Control, Tuskegee Syphilis Experiments, Water Pollution on Native Lands and Food Deserts in Urban Areas.

  • The final assessment in Week 8 is a group presentation of the research the teams conducted during their Bioethics Timeline Case Study and a response to the essential question: "Has science caused more help or harm in your bioethical issue?"

Notes on Materials Included:

  • Detailed weekly lesson plans and slides are included for all 8 weeks of learning, as well as all necessary worksheets and readings.

  • The genetic engineering controversy and Henrietta Lacks socratic seminar could both be taught on their own as mini-units.

  • Many of the materials provided could easily be adapted for other units, including worksheets for analyzing sources, developing an argument, conducting internet research and structuring socratic seminars.