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STEALING IS WRONG.
Do you agree with this statement?
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STEALING IS WRONG.
Do you agree with this statement?
What if your children were starving and they needed food to survive. In this case is stealing food justified? Stealing is wrong, preventing your children from starving to death is right. Does the end (your children surviving) justify the means (stealing food)?Ethics describes what individuals, or groups, may believe to be right or wrong conduct. A case study is a story of a real, or possibly real, situation. We will use a case study to discuss ethics in genetics. You will read a case study involving a woman named Cheryl and her decisions regarding genetic testing of her fetus.
Task Working in groups of three, you will research the latest findings with genetic testing and the ethics involved. You will focus on one person in the case study (for example: the patient, the doctor, or the patient's family) and discuss their situation using guiding questions and distinguishing that particular person's goals, rights, and duties.
You will join with another group of three who are focusing on the same person. As a group of six, you will complete a task sheet (to be handed in) on your particular person's goals, rights, and duties. You will then have a small group discussion about the guiding questions (to be handed in).
As a group of six you are responsible for:
- Goals, Rights, Duties Task Sheet - teacher will provide this
- Case Study Guiding Questions - located under case study
These will be assessed using the written work rubric. (see Assessment)
We will ultimately regroup as a whole class and discuss the case study guiding questions.
You will assess yourself using the discussion rubric. (see Assessment)
Process
- Read the case study.
- Check out websites listed under Resources to research genetic testing and ethics.
- Read your handout titled Essays: Hard Choices.
- Complete a task sheet for goals, rights, and duties for your case study person.
- Look at the case study guiding questions with your group of three. Record your thoughts. Remember - your group doesn't need to agree on an answer. The nature of ethics is that there is no "right" answer. Record all perspectives.
- Join with the other group assigned to the same role. Still limiting your discussion to your assigned role, fill in a new task sheet combining perspectives from both small groups on goals, rights, and duties. (To be turned in)
- Discuss the case study guiding questions as a group of six. Record everyone's perspectives. (To be turned in)
- Regroup as a whole class. Each group of six will present the goals, rights, and duties for their assigned role. This gives everyone the chance to hear the perspectives of all roles in the case study. We will then have a class discussion stemming from the case study guiding questions.
Resources The first resource you should use is the Essay: Hard Choices hand out.
Here are a few good resources to begin your webquest. Some of these resources offer good links to other sites.
What is gene testing? How does it work?
Question-answer format about genes and genetic testing.
Diagnosing/predicting disease, disease intervention.
Privacy issues and the latest legislation.
Beth M.'s family had a history of colon cancer.
Learning Advice
- Remember that there is no right or wrong answer. Everyone is equally entitled to their opinions.
- It is easy to get bogged down in the enormity of an ethical dilemma. Take a step back and approach the issue from the focus of goals, rights, and duties.
- Participation is key in a discussion-based activity. Each person that participates brings an additional dimension to the discussion.
- RESPECT. This encompasses working in groups, listening skills, body language, and speech.
Assessments
There are two pieces you will be assessed on.
1. Written work
(teacher assessment) 2. Group/class discussion
(self assessment) Discussion rubric
Conclusion
This Webquest was designed to get you thinking about where DNA technology is headed and how this may impact you some day. As you can see, there is no right or wrong answer when dealing with ethics - the individual has to do what is right for them. The key is making an educated decision.
A relatively new career is genetic counseling. A genetic counselor is someone who counsels individuals considering genetic testing. The counselor's job is to educate the individual on genetics, and explore all possible impacts the genetic testing will have on their lives. They do not, however, voice their opinions on what the individual should or should not do. Genetic counseling is mandatory and confidential. Counselors need to be educated in the science of DNA and genetics, as well as psychology.
Standards
- VITAL RESULTS
- Listening
- 1.13 - Clarification and Restatement
- Students listen actively and respond to communications. This is evident when students ask clarifying questions, restate, and respond through discussion and writing.
- Speaking
1.15 - Expression
- Students use verbal and nonverbal skills to express themselves effectively. This is evident when students use language expressively and persuasively, assume roles in group communication tasks, and constructively express opinions.
Research
- 1.18 - Information Technology
- Students use computers and other tools of technology to research and gather information and ideas.
Informed Decisions
3.7 - Making Decisions
- Students will describe and explain their decisions based on evidence from reliable sources, construct a logical argument, and analyze and consider alternative decisions.
- 7.5 - Roles and Responsibilities
- Students will analyze the ethical issues involved with the latest technology advances in genetics, including the dangers and benefits of gene testing.
- 7.14 - The Human Body
- Students will analyze how the health of human beings is affected by a disease passed through DNA.