SCIENCE AND SOCIETY

DECISION MAKING STRATEGY

Teacher Section

I. Advance Preparation -

none

II. Introduction

As our children reach adulthood, they will be faced with decisions about which they need to have knowledge. Some of these decisions may be very personal whereas others may be unpleasant and still others may have social repercussions. Decisions such as whether to eat a genetically engineered tomato, which genetic diseases receive precedence for gene therapy, or whether to abort a defective fetus need to be addressed prior to the student being placed in a situation where the decision must be made. Therefore, this activity allows the student to become aware of a process that can be followed when he/she is confronted with a difficult social or societal decision.

III. Student Objectives

1. The student will make hypothetical decisions relating to real life situations.

2. The student will determine reasons for his/her decisions.

3. The student will explore the opposing arguments and develop analytical reasoning skills.

4. The student will understand the implications and responsibility of personal decision-making.

IV. Class time needed

2 class periods

V. Materials

1. List of Genetic Defects and Syndromes

2. Genetic Defects and Syndromes Information Sheet

3. Set of overheads of genetic defects and syndromes

4. Lined paper

VI. Procedure

This activity can be completed on an individual basis or as a cooperative learning activity.

1. Give each student or group of students the Genetic Defects and Syndromes Information Sheet.

2. Allow time for the students to read the information sheet.

3. Show the overheads of each of the genetic defects and syndromes pointing out aspects of each. Allow time for discussion.

4. Hand out List of Genetic Defects and Syndromes. Students will write them in the order of severity--least severe at the top of the page and most severe at the bottom.

5. Students draw a line on their list between two items where they think is the cut-off in which the quality of life of the individual does not warrant supporting that life with heroic measures.

6. Students are allowed to support the placement of their line by writing why they would place it where they did. They may be given the opportunity to give their reasons orally as a short report.

VII. Extended Activity

Extension #1:

Students will draw a line on a piece of paper. Students should write above the line all those defects and syndromes that deserve heroic efforts to maintain. All defects and syndromes that do not deserve heroic efforts to maintain should be written below the line. Reasons for the decisions should be given.

Extension #2:

Human Opinion Line

The teacher selects one defect or syndrome and asks students to decide whether they feel the individual afflicted with it should be given complete life support efforts. (For example: Should a fetus diagnosed with anencephaly-absence of most of the brain-be aborted?)

After the students have made their decision, the teacher will stand in the middle of the room and instruct the students to move to either side of him/her according to the students decision. In other words, if the student is strongly in agreement he/she will move to the far side of the room to the left of the teacher, whereas a student who may only slightly disagree will stand in close proximity to the right of the teacher.

Teacher may then ask students why they placed themselves where they did.