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The Ethical, Legal and Social Implications of Genetic Knowledge

Grade Level 9-12

As scientists uncover more and more human genetic information, ethical, legal and social implications also arise. To make students aware of the methods of decision-making about genetics for themselves and others, a number of concepts - such as fairness, global moral viewpoints, consequences of decisions for all stakeholders, and the rights of the individual as well as the majority - can be used to guide students in their decision-making. Students can practice using logical guidelines to evaluate the information they are given and the arguments that differ from their own ideas.

When one is confronted with making decisions that involve genetic information two valuable tools are scientific information and logic. Students can be encouraged to find out all there is to know about genetics and the method of transmission of genes. They need to know if, in the case of genetics being considered, a trait is sex linked, autosomal, dominant, recessive or caused by multiple genes. They also need to look at the statistical occurrence. Environmental factors that may influence the genetic expression should also be considered. This activity will bring these factors to discussion and give students a more disciplined way of making ethical, legal and social decisions.

Educational Objectives:

1. Students will be able to describe their method of developing a logic tool.
   
   
2. Students will be able to evaluate an argument with fairness and have valid reasons for their decision-making.
   
   
3. Students will be able to supplement their scientific knowledge with its possible ethical, legal and social implications.
   
   
4. Students will be able to predict the possible consequences of decision-making.

Lesson Preparation:

1. Go to the Education Kit online. Click on the section entitled "Ethical, Legal and Social Implications.
   
   
2. Print out the page called "Guidance for Discussion." (there is a printable PDF file)
   
   
3. Print out all seven of the vignettes from the same site.
   
   
4. Make enough copies to divide the class into seven groups.
   
   
5. This activity will take two periods with an overnight homework assignment.

Lesson Day One:

1. Hand out the sheet called "Guidance for Discussion" to all students.
   
   Note:The vignettes are designed to elicit an open-ended discussion among students. There are no right or wrong answers to ethical issues and each student's feelings must be considered in a broad context. It is imperative for the discussion leader to dissuade students from the concept of genetic determinism.

(Genetic Determinism is the notion that our genes determine who we are at every level: physical, emotional, and behavioral).

Human beings are complex systems and many factors play a role in our susceptibilities to disease and behaviors. Genetic determinism denies complexity of the system as well as the influence of personal, social, and environmental interactions. Some potentially sensitive issues are addressed (e.g., loss of a parent, the death penalty, discrimination, diseases such as breast cancer and Alzheimer's, etc.). Discussion leaders should look out for students that may find these discussions sad or embarrassing.

Some Specific Guidance:

• Students should focus on the reasons justifying a position, not on personal arguments.
  
  
• All reasons should count as good reasons for everyone, not just for a few.
  
  
• Religious beliefs and other moral viewpoints are valid, but should be expressed in terms that are important to everyone.
  
  
• In deciding if a reason is a good one, students should think about the consequences of an action on different people and whether the right of individuals are upheld or violated.
  
  
• When some rights conflict with other rights, people have to balance which right is more important and which consequence is worse.

1. Suggest that the students use the guidelines above to evaluate their arguments in formulating a decision.
   
   
2. Ask each student to make a rubric or chart of agree and disagree concepts to score the arguments of their fellow classmates.
   
   
   • Agree means that you think that this is a valid argument to support a decision. (Students can measure each answer to see if it meets the guidelines above.)
     
     
   • Disagree means that you do not think that this statement would support a valid decision.

   Example of a Rubric:

   Agree Disagree Example: To agree would mean that a valid reason is given to justify a position. A reason given which meets the needs of all concernedand not just a few would be one that all could agree wasa good answer. Example: A disagree wouldbe giving a personal argument for a position. This may be an argument that does not protect the right of the individual.

   
   
   
3. Have them make a chart with agree and disagree columns with a scoring box next to each item.
   
   
4. Try to get a class consensus on the wording and concepts to be used to evaluate the arguments. You can review the guidelines and develop others that can be used to guide their answers to the questions at the end of each of the vignettes.
   
   
5. Come to a consensus on the scoring method. Example: 0-5 or 1-10
   
   
6. Hand out the vignettes to the groups.
   
   
   1. If your students plan to communicate by e-mail, instant messaging or phone, group them accordingly.
      
      
   2. Ask the group to come up with one answer for each of the discussion questions.
      
      
   3. Remind them that they should check the online resources to help them in decision-making.
      
      
   4. If students do not have a computer at home, they can be given a copy of the printout of additional resources.
      
      
7. Ask them to be prepared for each member to present the answer to at least one question.

Lesson Day Two:

1. Have specific group members present their answers to the discussion questions.
   
   
2. Ask the rest of the class to score their answers with the rubric that the class developed on Day One.
   
   
3. For homework, ask students to write about which group they thought had the best arguments and why.

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Last Reviewed: November 12, 2008